Integrating Technology into Instructional Practices Focusing on Teacher Knowledge (original) (raw)
Related papers
The research presented in this article addresses the issue of teacher training in technology and professional development, specifically in the scenario of an innovative project – Cl@sses 2.0 Action – promoted by the Italian Ministry of Education. Based on the TPACK theoretical model (Mishra & Koehler, 2006) and LAT-Learning Activity Types (Harris & Hofer, 2009), the research inquires into the level of TPACK development in a group of in-service teachers participating on a voluntary basis in order to find suitable ways to guide them in the integration of technology into their educational practices. The research involves , and the relations among these areas; 2) an application of such knowledge through the design of teaching units. In the former case, an adaptation of the questionnaire elaborated by Shmidt and Colleagues (2009) was administered to 11 class councils (110 lower secondary school teachers). In the latter case, following the approach of Hofer and Harris (2010) with some adaptations, a planning grid was proposed for the same subjects, but a feedback of only 2 full class councils (22 teachers) was received. The research findings show some weaknesses non only in teacher’s knowledge, as the literature highlights, but also in planning skills, mostly regarding teaching approaches, student activities and knowledge forms. The necessity to invest in teacher training as a whole – and not only in their technological competency – is suggested.
2011
The research presented in this article addresses the issue of teacher training in technology and professional development, specifically in the scenario of an innovative project Cl@sses 2.0 Action promoted by the Italian Ministry of Education. Based on the TPACK theoretical model (Mishra & Koehler, 2006) and LAT-Learning Activity Types (Harris & Hofer, 2009), the research inquires into the level of TPACK development in a group of in-service teachers participating on a voluntary basis in order to find suitable ways to guide them in the integration of technology into their educational practices. The research involves , and the relations among these areas; 2) an application of such knowledge through the design of teaching units. In the former case, an adaptation of the questionnaire elaborated by Shmidt and Colleagues (2009) was administered to 11 class councils (110 lower secondary school teachers). In the latter case, following the approach of Hofer and Harris (2010) with some adaptations, a planning grid was proposed for the same subjects, but a feedback of only 2 full class councils (22 teachers) was received. The research findings , r training as a whole and not only in their technological competency is suggested.
The purpose of this work is to present the initial phase of a research project focused on the integration of technologies in the education of kindergarten and primary school student teachers through instructional planning. Firstly, we illustrate a tool designed for planning integrated learning units and describe the training path in which it was used. Secondly, we report the results of a preliminary study conducted with 96 students attending a university course that investigates two personal traits considered as prerequisites for using the tool: perceived proficiency in technology use, and opinions on the importance of each constituent element of the tool. With regard to both traits, some statistically significant variations emerged. The results obtained are an encouragement to continue the research project to verify whether the tool could be suitable to help student teachers develop an integrated planning procedure. proficiency in technology use; Opinions on instructional planning ...
This article concerns a training intervention, based on the Technological, Pedagogical And Content Knowledge-TPACK framework developed by Koehler & Mishra (2005; Mishra & Koehler, 2006), and involving 110 lower secondary school teachers in the Italian Region of Veneto participating in the Cl@sses 2.0 Action. After a short introduction of Cl@sses 2.0 Action and TPACK framework, the article presents some results obtained through a questionnaire submitted to teachers, aimed at surveying their knowledge with respect to the areas of the TPACK framework. Finally, suggestions to guide teachers in implementing TPACK and developing flexible knowledge to integrate technologies into instructional practices are concisely presented.
TPACK Constructs: A Sustainable Pathway for Teachers Professional Development on Technology Adoption
As numerous Information and Communication Technologies (ICTs) penetrate various facets of life, teachers are underutilising it in the teaching and learning process. With the introduction of ICTs in the Cameroon primary school curriculum, teachers have been receiving training on computer skill-base courses and yet many are unable to adopt the tool in instructional processes. To ensure that teacher training programmes effectively assist them in integrating technology in instructional processes, a study was initiated to determine additional set of skills that they need to adopt the tool in their classrooms. This study employed a quantitative survey methodology in the collection of data towards the determination of additional skills needed by primary school teachers. A total of 400 teachers were selected using the stratified random sampling technique from primary schools across all the 10 Regions of Cameroon. The data were analysed using mean and standard deviation. The findings of the survey indicated that teacher-participants reported a better mastery of content knowledge (CK), pedagogy knowledge (PK), pedagogical content knowledge (PCK) and technological content knowledge (TCK). On the other hand, they reported weaknesses in three other constructs notably: technology knowledge (TK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). The researcher concluded that teacher-participants performed better in the CK, PK and PCK because these constructs constitute the basis for teacher education in Cameroon. Similarly, they performed well in the TCK construct because their professional development programme is focused on fostering their computer knowledge as a standalone skill. Their poor performance in the TK, TPK and TPACK stems from the fact that the training programmes do not lay emphasis on these constructs. To provide a sustainable teacher professional development programme on technology adoption, it was therefore recommended that stakeholders involved in the sector design training packages that focus on the TPACK constructs. This will foster teachers' adoption of the tool for instructional purposes.
Integrating Technology in Teachers’ Profession
2017
The continuous fast developing field of Information and Communications Technology (ICT) is affecting every aspect of our life including education. The purpose of this research is to show the importance of ICT knowledge in Teachers’ education journey (preservice and inservice). The first part of this paper discusses the teacher’s professional knowledge. The second part discusses ICT in Education. Section three explains and discusses the TPACK (Technological Pedagogical Content Knowledge) model. Part four and five discuss preservice teachers’ education and inservice teachers’ training respectively. Last part sheds the lights on the benefits of teachers’ networks. Finally, in the digital world we are living, teachers need to be digitally knowledgeable to be able to lead the students to be critically engaged active members.
Exploring Teacher Development in an ICT Programme through the TPACK Framework
IT for Change, 2017
Content and pedagogy are seen as intertwined components of learning, However, textbook culture sees the teacher as a mere disseminator of the prescribed text book. This emphasizes pre-defined content and creates a disconnect between the teacher and teaching-learning process. It has been found that the creation of digital curricular resources that are relevant for the teachers’ context, supports teacher development. Through a case study of an ICT program implementation in Telangana, this paper seeks to examine if the Technological Pedagogical Content Knowledge Framework can be a useful way for evaluating an ICT program. The program had the components of curriculum design for ICT in schools, creation of digital open educational resources and teacher training for use of digital methods This study explores teachers’ expectations of technology, their self-evaluation of their abilities to integrate technology for making digital resources and, the connection between their pedagogic practices and understanding of technology. The paper is based on interactions with teachers, educational administrators and educational content developers.
2008
This paper reports on designs for effective uses of ICTs in teaching and learning in teaching education. Applying Engeström's schema (1987) at three different levels of use of the computer as a cultural tool, three sociocultural accounts, each one reflecting a different design activity for the betterment of teacher learning environments, were constructed. For each, clusters of interactions at the university-school partnership, networked classroom, and virtual collaborative space levels are described. As the history of each activity is Laferrière y Gervais : Teacher Education and Profession al Development… presented, key features of the designed learning environments stand out, and trajectories of student teachers, teachers, and schools are highlighted.