1. TPACK: The Knowledge
and Awareness of
Pre-Service Teachers
Steve Kerst, Kevin Shelley,
& Kristin Yee

2. This model gives instructional designers:
 clear and measurable outcomes that they can use as a
guide when designing the instruction
 combination of five stages that determine the
successfulness of the learning process.

3.  enables educators to deliver a learning experience that is
clear, consistent, and measurable and enables learners to
achieve the instructional goals.

4.  Analysis
 Design
 Development
 Implementation
 Evaluation

5.  We, the Jump Drivers, used the ADDIE model to help
guide us in creating a sequence of lessons that build
on preexisting knowledge of technology integration for
future uses in technology instruction for Dr. Ward and
the Educational Foundations department.

6. Identification of…
 the learning problem
 the goals and objectives
 the audience’s needs
 existing knowledge
 any other relevant characteristics
 the learning environment
 any constraints
 the delivery options
 the timeline for the project

7.  Initial face to face meeting along with a pre-assessment :

8. What we identified:
 the learning problem: we need to find an effective way to educate
a target audience about TPACK that meets our objectives
 the goals and objectives:
1. Students will be able to create a Wikispace account and take part
in a discussion board related to the concepts covering TPACK.
2. Students will be able to compare and contrast Pedagogy,
Technology, and the Content domains of TPACK.
3. Describe one way that technology can improve pedagogy.
4. Describe one way that technology can improve content learning.
5. Describe one way that technology can hinder pedagogy.
6. Describe one way that technology can hinder content learning.

9.  the audience’s needs: how to implement technology into a
classroom
 existing knowledge: varying technology knowledge
 the learning environment: on UA campus and STEM school
 any constraints: none
 the delivery options: initial face to face meeting then online
(Wiki lessons and discussion)
 the timeline for the project: October 10th to December 4th

10.  Easy access for our target audience to access
resources
 Convenient for not only our schedules but the
audience as well

11.  Specifying learning objectives
 Detailed storyboards/prototypes are made
 Look and feel, graphic design, user-interface and content
is determined here

12. Our Objectives:
1. Students will be able to create a Wikispace account and
take part in a discussion board related to the concepts
covering TPACK.
2. Students will be able to compare and contrast
Pedagogy, Technology, and the Content domains of TPACK.
3. Describe one way that technology can improve pedagogy.
4. Describe one way that technology can improve content
learning.
5. Describe one way that technology can hinder pedagogy.
6. Describe one way that technology can hinder content
learning

13. There needs to be a page for:
 Home/Introduction
 Introduction video
 Lesson/Discussion one
 Lesson/Discussion two
 Lesson/Discussion three
 Lesson/Discussion four
 Pre-assessment
 Post-assessment

14.  The actual creation of the content and learning materials
was based on the Design phase.

15.  First stages was to add the content onto our TPACK wiki

16. Our wiki is complete and ready for our target audience to start!

17.  What a typical Lesson/Discussion page looks like…

18.  for the beginning stages of
the implementation portion
of the ADDIE model, we
had our target audience
complete a pre-
assessment survey
covering all of the domains
of TPACK
 the survey gave us a good
idea of the prior knowledge
possessed by our target
audience before they
became engaged in
discussion forums of the
Wiki

19.  for the second step in the implementation process, we decided to have our
target audience respond to four discussion forums
 the four discussion forums allowed our target audience to discuss their
thoughts regarding TPACK and its use in their classrooms

20.  our target audience did a wonderful job discussing and generating ideas
regarding TPACK implementation strategies
 this is an example of a student response to our second discussion regarding
the benefits or detriments of technology integration in the classroom

22.  Formative Evaluation
 How usable is the design?
 How are students reacting to the content?
 Summative Evaluation
 How well did students meet the objectives?

23.  Pre-assessment
 In-class discussion
 Survey of attitudes
 Pre-production
 Modification to the Wiki-site
 Trial posting
 Ongoing evaluation
 Added pages
 Clarified directions

24.  Usability
 Students were able to log-in and participate in a timely
manner
 Added general help tab
 Reaction
 Students provided thoughtful response to discussion
prompts
 Increased feedback to facilitate ongoing discussion

26.  Goal 1: Participation
 Goal 2: Pedagogy and Technology
 Goal 3: Content and Technology

27.  Participation
 All ten students posted to four discussion topics
 Discussion occurred in a timely manner
 No major difficulties reported

29.  Pedagogy and Technology
 Students evaluated TPACK in relation to their own
teaching philosophy
Several students provided practical examples
 Students examined the merits of specific technologies
including:
Smartboard, Prezi, Webquests, Mac vs. PC,
YouTube, Vod/podcast, Animoto, Vuvox, Audacity

31.  Content and Technology
 Students connected types of technology with uses in
their teaching subjects
 Students considered ways in which poor technology
can impede content learning

33.  For more info on our TPACK project visit:
http://tpck.wikispaces.com