Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK) (original) (raw)
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Computers & Education, 2009
In this paper, several issues regarding the epistemology of technological pedagogical content knowledge (TPCK) are first raised for the purpose of clarifying the construct. Specifically, the transformative and integrative views are juxtaposed for exploring the epistemology of TPCK, and, at the end, the transformative view is adopted concluding that TPCK is a unique body of knowledge that is constructed from the interaction of its individual contributing knowledge bases. Then, ICT-TPCK is introduced as a strand of TPCK, and is described as the ways knowledge about tools and their affordances, pedagogy, content, learners, and context are synthesized into an understanding of how particular topics that are difficult to be understood by learners or difficult to be represented by teachers can be transformed and taught more effectively with technology in ways that signify its added value. One model for the development and another for the assessment of ICT-TPCK are then discussed. Technology Mapping is proposed as a situative methodology for the development of ICT-TPCK, and three forms of assessment, namely, expert assessment, peer assessment, and self-assessment are proposed for assessing teachers' competencies to teach with technology. The paper also reports on the empirical findings of a study that was undertaken to investigate the impact of the proposed models on student learning within the context of two design tasks in a pre-service primary teacher education course. Repeated measures within-subject effects were tested and the results indicated that ICT-TPCK competency significantly improved over the course of a semester. The results of this study clearly show that the theoretical models proposed herein can positively impact the development of ICT-TPCK. Lastly, these results can be used as baseline data in future studies that may be conducted to further validate or improve the proposed models in different contexts.
Computers & Education, 2009
In this paper, several issues regarding the epistemology of technological pedagogical content knowledge (TPCK) are first raised for the purpose of clarifying the construct. Specifically, the transformative and integrative views are juxtaposed for exploring the epistemology of TPCK, and, at the end, the transformative view is adopted concluding that TPCK is a unique body of knowledge that is constructed from the interaction of its individual contributing knowledge bases. Then, ICT-TPCK is introduced as a strand of TPCK, and is described as the ways knowledge about tools and their affordances, pedagogy, content, learners, and context are synthesized into an understanding of how particular topics that are difficult to be understood by learners or difficult to be represented by teachers can be transformed and taught more effectively with technology in ways that signify its added value. One model for the development and another for the assessment of ICT-TPCK are then discussed. Technology Mapping is proposed as a situative methodology for the development of ICT-TPCK, and three forms of assessment, namely, expert assessment, peer assessment, and self-assessment are proposed for assessing teachers' competencies to teach with technology. The paper also reports on the empirical findings of a study that was undertaken to investigate the impact of the proposed models on student learning within the context of two design tasks in a pre-service primary teacher education course. Repeated measures within-subject effects were tested and the results indicated that ICT-TPCK competency significantly improved over the course of a semester. The results of this study clearly show that the theoretical models proposed herein can positively impact the development of ICT-TPCK. Lastly, these results can be used as baseline data in future studies that may be conducted to further validate or improve the proposed models in different contexts.
Technological Pedagogical Content Knowledge: A framework for teacher knowledge
Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman's formulation of ''pedagogical content knowledge'' and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.
INTRODUCTION TO SPECIAL ISSUE: TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
Researchers during the last years initiated systematic research efforts for the purpose of developing theory and models to ground research in the area of teacher cognition about technology integration ). Particularly, they advocated that teachers need to develop a new body of knowledge, namely, technological pedagogical content knowledge (TPCK). TPCK constitutes an enrichment to pedagogical content knowledge (PCK), and is conceptualized as a body of knowledge that results from the interaction among different teacher knowledge bases, such as, knowledge about subject matter, pedagogy, learners, context, and technology. Studies on TPCK or TPACK-a term proposed in 2007 that could be more easily spoken and remembered than TPCK-are worthy of consideration and critical examination from the research community at large, as they reflect a new direction in understanding the complex interactions among content, pedagogy, learners, context, and technology.
2015
Although technology is on the rise in society and schools, many teachers are not effectively incorporating technology into their teaching and learning. The lack of use can be attributed to teachers’ negative beliefs and feelings about technology. Effective teaching requires not only mastery of the subject content, pedagogical techniques, and technological affordances, but also how to achieve a successful dynamic interaction between those three factors. In this paper, the author has elucidated how these teacher beliefs and feelings are generate and the Technological, Pedagogical, Content knowledge framework (TPACK) framework is presented as a method of ameliorating these negative teacher impressions to work towards the effective use of technology in teaching and learning.
Technological Pedagogical Content Knowledge in teacher education: In search of a new curriculum
The aim of this study was to explore the ways in which teacher education institutions prepare pre-service teachers for integrating ICT in their classroom practice. Specifically, a multiple case study was conducted to examine the ways in which the development of Technological Pedagogical Content Knowledge (TPACK) was promoted in the existing curriculum of three teacher education institutions in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus group discussions collected the perspectives of pre-service teachers and teacher educators. The results indicate that 1) the three institutions are moving from ICT as a “stand-alone” course towards embedding ICT across the curriculum and 2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understanding the place of ICT in the curriculum. The discussion will focus on the challenges and opportunities inherent in understanding how to develop pre-service teachers’ TPACK in the curriculum of teacher education institutions.""""
Technological Pedagogical Content Knowledge – A review of the literature
Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore need to be com- petent in all three domains. This study is a systematic literature review about TPACK of 55 peer-reviewed journal articles (and one book chapter), published between 2005 and 2011. The purpose of the review was to investigate the theoretical basis and the practical use of TPACK. Findings showed different understandings of TPACK and of technological knowledge. Impli- cations of these different views impacted the way TPACK was measured. Notions about TPACK in subject domains were hardly found in the studies selected for this review. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both deter- mine whether a teacher decides to teach with technology. Active involvement in (re)design and enactment of technology-enhanced lessons was found as a promising strategy for the develop- ment of TPACK in (student-)teachers. Future directions for research are discussed.
Integrating Technology into Instructional Practices Focusing on Teacher Knowledge
Procedia-Social and Behavioral Sciences, 2012
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 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.
Editorial. Teacher education for effective technology integration
Journal on Educational Technology, 2018
About a decade ago, several researchers used Shulman’s (1986) framework about Pedagogical Content Knowledge (PCK) – a body of knowledge that constitutes a special amalgam of content, pedagogy, learn- ers, and context – as a theoretical basis for developing TPCK or TPACK: a framework for guiding teach- ers’ cognition about technology integration in teaching and learning (Angeli, Valanides, & Christodoulou, 2016). Different models of TPCK/TPACK are proposed in the literature, each with a different focus (on practice, instructional design, context, etc.) and with a different theoretical interpretation about the nature and development of the knowledge that teachers need to have to be able to teach with technology (e.g., Angeli & Valanides, 2005, 2009, 2013; Koehler & Mishra, 2008; Niess, 2005). The two dominant TPCK/ TPACK models in the literature are the integrative model and the transformative model. The integrative model is more closely associated with the term TPACK, and was propose...
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.