Using the power of research to inform ICT integration in education

Posts tagged ‘TPACK’

How can the TPACK framework be used to understand technology integration?

Charles R. Graham, Jered Borup, Nicolette Burgoyne Smith (2012) Using TPACK as a framework to understand teacher candidates’ technology integration decisions. In Journal of Computer Assisted Learning.

This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate how and why they would integrate technology in three content teaching design tasks. Researchers identified themes from student rationales that mapped to the TPACK constructs. Rationales simultaneously supported subcategories of knowledge that could be helpful to other researchers trying to understand and measure TPACK. The research showed significant student growth in the use of rationales grounded in content-specific knowledge and general pedagogical knowledge, while rationales related to general technological knowledge remained constant.

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What does the TPACK in action look like?

Technological Pedagogical Content Knowledge in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning JRTE | Vol. 43, No. 3, pp. 211–229

How does teachers’ technological pedagogical content knowledge (TPACK) inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers’ planning, we sought to discover clues to the nature and development of these teachers’ TPACK-in-action as it was expressed in their planning processes. Comparisons of interview data and planning products before and after en- gaging in professional development that addressed content-focused, TPACK- based learning activity types (Harris & Hofer, 2009) revealed three primary findings, each supported by participating teachers’ oral and written reflections upon their learning. The participating teachers’(a) selection and use of learn- ing activities and technologies became more conscious, strategic, and varied; (b) instructional planning became more student-centered, focusing primarily upon students’ intellectual, rather than affective, engagement; and (c) quality standards for technology integration were raised, resulting in deliberate deci- sions for more judicious educational technology use.

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What does a TPACK-Based Technology Integration Assessment Rubric look like?

Judi Harris, Neal Grandgenett, Mark Hofer (2010) Testing a TPACK-Based Technology Integration Assessment Rubric,

Although there is ever-increasing emphasis on integrating technology in teaching, there are few well-tested and refined assessments to measure the quality of this integration. The few measures that are available tend to favor constructivist approaches to teaching, and thus do not accurately assess the quality of technology integration across a range of different teaching approaches. We have developed a more “pedagogically inclusive” instrument that reflects key TPACK concepts and that has proven to be both reliable and valid in two successive rounds of testing. Five TPACK experts also confirmed the instrument’s construct and face validities. We offer this new rubric to help teacher educators to more accurately assess the quality of technology integration in lesson plans, and suggest exploring its use in project and unit plans.

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What is the TPACK Framework?

Cox, S., & Graham, C. (2009). An elaborated model of the TPACK framework. Proceedings of Society for Information Technology Teacher Education International Conference 2009 (pp. 4042-4049). AACE

The introduction of the TPACK Framework has facilitated new and more rigorous study of teachers knowledge and use of technology in the classroom. However, the community interested in TPACK is still striving to develop a common understanding of what each construct in the framework means. A review of the research surrounding TPACK shows that there are still widely differing perceptions regarding how to operationalize the TPACK constructs and define boundaries between them. This paper reports on a conceptual analysis that was done to clarify construct definitions and boundaries in the TPACK framework. The research review and interviews with leading researchers have helped the authors to create an elaborated TPACK framework with case examples that further articulates the TPACK constructs and boundaries between them. The authors also suggest directions for future TPACK research.

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