Building TPACK in Preservice Teachers Through Explicit Course Design

Harvey, Douglas; Caro, Ronald

doi:10.1007/s11528-016-0120-x

Cited by 16 publications

(11 citation statements)

References 11 publications

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“…This range of technologies maybe because of the ubiquitous access to technology in the United States of America where their study was done unlike the context of the present study where technology integration is at embryonic stages and challenges in resources are more likely (Njiku et al, 2020b) hence limiting participants of the present study to few technologies. Nevertheless, in line with Harvey and Caro (2017) and the findings of this study, it may be argued that the availability of resources is one thing and effective used for the development of TPACK, and hence transforming classroom practices is another. Also, efforts to address challenges regarding technology integration need to be approached contextually.…”

Section: Discussionsupporting

confidence: 76%

“…This suggests that it is not the technology that makes a difference but the way teachers are engaged with such technologies. Although the study was limited to these two technologies, researchers such as Harvey and Caro (2017) also worked with teachers who used online videos in the study. Harvey and Caro (2017) found that teachers who were guided in lesson design activities through the use of the TPACK framework improved their competences of teaching with technology than those who were not guided by the framework.…”

Section: Discussionmentioning

confidence: 99%

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Building Mathematics Teachers’ TPACK Through Collaborative Lesson Design Activities

2021

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Developing teachers' competencies in technology integration has recently been one of the areas of attention in teacher training. This paper presents an investigation of the development of mathematics teachers' technological pedagogical content knowledge (TPACK) through collaborative lesson design activities. The study employed a pre and post-test for non-equivalent groups quasi-experiment with three groups. Participants were secondary school mathematics teachers from Dar es Salaam -Tanzania who responded to a TPACK questionnaire before and after the intervention. Group 1 participated in collaborative lesson design teams to integrate technology and implemented the designed lesson in the classroom. Group 2 participated in lesson planning and implementation and group 3 operated conventionally. Using paired sample t-test, although all groups appear to have improved their TPACK significantly, the effect size was large for group 1 and group 2 only. When the comparison between groups and across the two points of time for data collection was done using the split-plot analysis of variance, it was found that group 1 improved the most in TPACK. These finding favoured the use of collaborative lesson designs in school-based teacher design teams. The study recommends that professional development needs to be authentic by involving teachers in routine professional activities, optimizing their peer teams to support each other within the real school contexts.

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Section: Discussionsupporting

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Building Mathematics Teachers’ TPACK Through Collaborative Lesson Design Activities

2021

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“…The effectiveness of these technology-integration courses depends on the availability of designated support for the lesson design process. As pre-service teachers are on the threshold of their career, they generally have insufficient knowledge to effectively use ICT in their lessons (Harvey & Caro, 2017;Mouza & Karchmer-Klein, 2013;So & Kim, 2009). The technology-integration courses therefore provided pre-service teachers with specific guidance based on the TPACK framework.…”

Section: Introductionmentioning

confidence: 99%

Technological and pedagogical support for pre-service teachers’ lesson planning

Janssen

Knoef

Lazonder

2019

Technology, Pedagogy and Education

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Successful use of ICT in the classroom requires thoughtful integration of technology and pedagogical processes during lesson preparation. This study investigated whether the information format of technological and pedagogical support affects pre-service teachers' technology integration in lesson plans. One group of pre-service teachers (n = 37) received support materials that presented technological, pedagogical and content information separately; another group (n = 36) received a version of these materials in which the technological and pedagogical information was integrated. Pre-service teachers used these support materials to create a technology-infused lesson plan. As expected, the pre-service teachers who received integrated support had relatively more design justifications in which technology and pedagogy were combined than their peers from the separate support group. However, this more advanced reasoning did not materialise in higher-quality lesson plans. Future research should investigate whether pre-training in the use of ICT could improve the effects of integrated support.

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“…In their screencast videos, participants showed effective use of technology (e.g., Explain Everything as conveyance technology, and GeoGebra as mathematical action technology), pedagogical techniques (e.g., voice pacing and questioning), and mathematical representations using technology (e.g., static and dynamic graphical representations). Literature (Kazu and Erten 2014;Koehler et al 2011;Koh and Divaharan 2011;Harvey and Caro 2017) has reinforced the importance of teachers developing knowledge of all TPACK components. Pre-service teachers in this study presented an appropriate knowledge of the subject matter (CK), the teaching strategies (PK), and the technology chosen to be used in their video lessons (TK).…”

Section: Discussionmentioning

confidence: 99%

Investigating Prospective Teachers’ TPACK and their Use of Mathematical Action Technologies as they Create Screencast Video Lessons on iPads

Bonafini

Lee

2021

TechTrends

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The increasing number of technological devices available in schools, aligned with curriculum guidance, set an expectation for mathematics teachers to incorporate these devices into their teaching. This qualitative study investigated prospective teachers' use of TPACK and mathematical action technologies as they created screencast video lessons using iPads. Results showed prospective teachers' effective use of pedagogical techniques and the screencast app as an amplifier tool, according to the amplifier-reorganizer metaphor. Half of the participants used mathematics technology to confirm and expand the results they had found without technology. The other half had mathematics technology integrated into their solution exercising the balance among TPACK components. For some, their use of the mathematical tool had the potential of expanding the mathematical repertoire of virtual students. We conclude by making recommendations for teacher educators to implement cycles of learning for pre-service teachers to design, enact, and reflect upon the creation of screencast video lessons.

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Building TPACK in Preservice Teachers Through Explicit Course Design

Cited by 16 publications

References 11 publications

Building Mathematics Teachers’ TPACK Through Collaborative Lesson Design Activities

Building Mathematics Teachers’ TPACK Through Collaborative Lesson Design Activities

Technological and pedagogical support for pre-service teachers’ lesson planning

Investigating Prospective Teachers’ TPACK and their Use of Mathematical Action Technologies as they Create Screencast Video Lessons on iPads

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