Goldilocks and TPACK

Brantley‐Dias, Laurie; Ertmer, Peggy A.

doi:10.1080/15391523.2013.10782615

Cited by 172 publications

(58 citation statements)

References 45 publications

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“…Researchers focusing on the theoretical underpinnings of the framework have focused on the whether the overlapping components of knowledge in the framework are best conceptualized as integrative, wherein the areas of knowledge in the TPACK framework are distinct, or transformative, wherein the areas of knowledge in the TPACK framework are indistinguishable and holistic (e.g., Angeli & Valanides, 2009;Graham, 2011). Others have focused on refining the number of components in the framework-some suggesting more components are needed to reflect the complexity of technology integration in classrooms and the complex role of contexts (e.g., Angeli & Valanides, 2009;PorrasHernandez & Salinas-Amescua, 2013;Yeh, Hsu, Wu, Hwang, & Lin, 2014), and others suggesting that fewer components are needed to reduce the complexity of the framework (see Brantley-Dias & Ertmer, 2013 for a discussion of these issues).…”

Section: Literature Reviewmentioning

confidence: 97%

Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review

Rosenberg

Koehler

2015

Journal of Research on Technology in Education

296

156

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Context is an important aspect of educational research and the technological pedagogical content knowledge (TPACK) framework, but is often missing from TPACK research, or its specific meaning is not clear. To provide a systematic and comprehensive view of the extent to which context is included in such research, and to understand the meaning of context when it is included, we conducted a systematic review of publications about TPACK. Context was included in descriptions, explanations, or operationalizations of TPACK among 36% of the 193 empirical journal articles we examined. When context was included, classroom and school factors and those related to teachers were more likely to be included than those related to students and society. The grounds for context being included among around one-third of the articles and why some contextual factors are examined more than others are discussed. Implications for practice and recommendations for future research focus on investigating the complexity of practice, the development of measures that include context, and aligning TPACK and educational technology research with other disciplines through greater attention to context. (

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Section: Literature Reviewmentioning

confidence: 97%

Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review

Rosenberg

Koehler

2015

Journal of Research on Technology in Education

296

156

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“…Furthermore, Brantley-Dias and Ertmer (2013) suggest that the TPACK framework is too big to be practical, embodying seven different knowledge types, which are difficult to measure simultaneously with the same instrument. They point out that even if teachers are able to demonstrate that they have TPACK, this does not mean that they use it in their instruction.…”

Section: Technological Pedagogical Content Knowledge (Tpack)mentioning

confidence: 98%

Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework

Parker

Stylinski

Bonney

et al. 2015

Journal of Research on Technology in Education

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Technology applications aligned with science, technology, engineering, and math (STEM) workplace practices can engage students in real-world pursuits but also present dramatic challenges for classroom implementation. We examined the impact of teacher professional development focused on incorporating these workplace technologies in the classroom. Because existing measures primarily use only presence or type of technology as proxies for implementation quality, we developed an expanded framework that incorporated (a) the type of technology used; (b) the degree of alignment to STEM practices; (c) the use of student-centered pedagogical practices; and (d) the degree of relevance to real-world contexts. While our framework successfully described the variation in technology implementation in our study group, we found no statistically significant difference between teachers with and without extensive training on STEM workplace technologies. Our results provide evidence that the framework captures quality of technology use and point to the need for additional research on effective teacher education around technology applications. (Keywords: teacher professional development, STEM workplace technology, measuring quality of technology implementation, technology in classrooms) T echnology use in the classroom has great potential to transform student learning. This is particularly true for science, technology, engineering, and mathematics (STEM) workplace applications of technology, such as robotics, computer modeling and simulations, digital animation, multimedia production, biotechnology, and geospatial technologies. These applications offer opportunities to align classroom activities with real-world STEM practices, while engaging students in authentic investigations and design-based pursuits and promoting student-centered learning and interest in STEM careers (Brophy, Klein,

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“…Pengajar juga dituntut terhadap kemampuan literasi IT dalam pembelajaran sains dengan berbagai macam metode dan pendekatan pembelajaran di kelas [6,7,8]. Penelitian terbaru menjelaskan bahwa kesuksesan pembelajaran abad 21 melibatkan pemahaman materi atau content, cara pengajaran, dan pemanfaatan informasi teknologi secara sinergis [9][10][11][12][13][14][15][16][17][18]. Ide tentang TPACK juga memiliki hubungan erat dengan peningkatan kreativitas, kolaborasi, dan akuntibilitas dalam pembelajaran [19].…”

Section: Pendahuluanunclassified

Analisis Buku Ajar Termodinamika dengan Konsep Technological Pedagogical and Content Knowledge (TPACK) untuk Penguatan Kompetensi Belajar Mahasiswa

Huda

Sulisworo

Toifur

2017

JP2F

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Abstrak. Telah dilakukan studi analisis content buku ajar termodinamika dengan tujuan untuk mengetahui kebutuhan penggunaan modul berbasis Technological Pedagogical And Content Knowledge (TPACK) pada mata kuliah termodinamika. TPACK merupakan pengetahuan yang menggabungkan hubungan antara teknologi, pedagogik, dan konten secara sinergis. Metode penelitian ini adalah deskriptif kualitatif. Penelitian ini untuk menganalisis isi dari buku-buku referensi yang digunakan dalam pembelajaran. Teknik pengumpulan data menggunakan observasi dan angket. Hasil analisis kandungan TPACK pada buku ajar I, buku ajar II, buku ajar III masing-masing didapatkan prosentase sebesar 15,38%, 20%, dan 28,57%. Hasil angket pada responden sebanyak 23 mahasiswa pendidikan fisika menyatakan bahwa 87% mahasiswa menyatakan perlunya dikembangkan modul termodinamika berbasis TPACK yang mendukung pemahaman konsep. Kata kunci: analisis, buku ajar, TPACK Abstract. The research has been conducted on analysis of thermodynamics textbook content in order to determine the needs of the use of the modules base on Technological Pedagogical And

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Goldilocks and TPACK

Cited by 172 publications

References 45 publications

Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review

Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review

Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework

Analisis Buku Ajar Termodinamika dengan Konsep Technological Pedagogical and Content Knowledge (TPACK) untuk Penguatan Kompetensi Belajar Mahasiswa

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