Online tasks as a tool to promote teachers’ expertise within the Technological Pedagogical Content Knowledge (TPACK)

Oster-Levinz, Anat; Klieger, Aviva

doi:10.1016/j.sbspro.2010.03.024

Cited by 11 publications

(9 citation statements)

References 4 publications

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“…Those characteristics include participants' active involvement in the programme (Blocher, Armfield, Sujo-Montes, Tucker, & Willis, 2011;Jimoyiannis, Tsiotakis, & Roussinos, 2011), providing participants with authentic learning experiences (Doering, Veletsianos, Scharber, & Miller, 2009;Jimoyiannis, 2010;Tee & Lee, 2011), collaboration among participants (Allan, Erickson, Brookhouse, & Johnson, 2010;Jimoyiannis et al, 2011), providing guidance and support to participants when needed (Blocher et al, 2011;Doering et al, 2009;Guzey & Roehrig, 2009;Oster-Levinz & Klieger, 2010;Trautmann & MaKinster, 2010), having curriculum coherency with the programme (Nicholas & Ng, 2012), reflecting on what has been done (Allan et al, 2010;Guzey & Roehrig, 2009;Harris & Hofer, 2011;Jimoyiannis, 2010;Tee & Lee, 2011), giving feedback on participants' works (Jimoyiannis, 2010;Niess, Zee, & Gillow-Wiles, 2010), providing intensive training (Trautmann & MaKinster, 2010), and having sufficient time for participants to learn and practice (Jimoyiannis, 2010;Nicholas & Ng, 2012;Oster-Levinz & Klieger, 2010).…”

Section: Characteristics Of Successful Tpack Professional Developmentmentioning

confidence: 99%

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Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms

Ansyari

2015

AJET

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This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university's English language teaching setting. The study explored the characteristics of this programme to English lecturers' technological pedagogical content knowledge (TPCK) development. This design-based research employed interviews, a data logbook, TPACK (Total PACKage) surveys, teacher attitudes toward computer (TAC) surveys, and a technology integration assessment rubric. Results show that participants had positive experiences with the professional development programme. TPCK was also enhanced after the professional development activities based on self-reported TPACK survey. Overall, evidence from all data sources shows that the professional development arrangement for technology integration improves the English lecturers' TPCK. Crucial aspects of a professional development programme should include the TPACK framework as a knowledge base, the design approach, active engagement, authentic learning experiences in a collaborative environment, curriculum coherency, an intensive programme schedule, guidance, support, and feedback.

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Section: Characteristics Of Successful Tpack Professional Developmentmentioning

confidence: 99%

“…4. English lecturers should receive practical and technical support during the programme to enhance learning (Blocher et al, 2011;Doering et al, 2009;Guzey & Roehrig, 2009;Oster-Levinz & Klieger, 2010;Trautmann & MaKinster, 2010). 5.…”

Section: Initial Design Guidelinementioning

confidence: 99%

Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms

Ansyari

2015

AJET

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“…The framework core consists of three components: a) content knowledge (CK) is teachers' knowledge about the subject matter to be learned or taught, b) pedagogical knowledge (PK) is teachers' deep knowledge about the processes and practices or methods of teaching and learning, and c) technological knowledge (TK) enables a person to accomplish a variety of different tasks using information technology and to develop different ways of accomplishing a given task [46]. Interconnecting and integration of these three basic components produces the pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK).…”

Section: Theoretical Framework (Tpack)mentioning

confidence: 99%

“…Jen et al [45] believe that even though science teachers possess the knowledge of ICT tools and of how they will facilitate the teaching process, if they lack latest practical experience, their TPACK will not be developing; it is therefore necessary for teachers to learn how to use technology in practice in order to support teaching Science. Oster-Levinz and Klieger [46] emphasize that that guidance plays a significant role in the implementation of the integration of technological knowledge with the teachers' pedagogical content knowledge.…”

Section: Theoretical Framework (Tpack)mentioning

confidence: 99%

Attitudes among chemistry teachers towards increasing personal competencies in applying ICT

Karolčík

Čipková

2017

Chemistry-Didactics-Ecology-Metrology

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Abstract:The study analyses opinions and attitudes among Chemistry teachers participating in the national project titled "Modernisation of the Educational Process in Primary and Secondary Schools". The research part of the study consists of the results of our findings examining the overall satisfaction of course participants with the professional level, difficulty, and contents of the designed TPACK-based (the Technological Pedagogical Content Knowledge) teaching model, as well as their self-assessment of the acquired skills and knowledge regarding the work with particular software and hardware applications. The results indicate that the course based on the TPACK framework and comprising specific examples of teaching activities supported by the use of technology was highly appreciated by teachers. Examples of methodologies for a suitable use of digital technologies in a particular curriculum topic in Chemistry, based on the TPACK model, were evaluated by teachers as the most beneficial ones, in terms of the actual teaching practice. The research confirmed that teachers expect to receive educational technologies together with high-quality methodical guidelines and particular examples of teaching activities involving appropriate and efficient use of the given digital technology in the teaching process.

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“…TPACK is a framework for effective integration of technology into pedagogy, building upon Schulman's (1987) Pedagogical Content Knowledge (PCK) framework. According to TPACK, learning is most effective when teachers are aware of the complex interplay among the various teaching facets (Dall'Alba, 2009;Oster-Levinz & Klieger, 2010). Acquisition of well-established skills for integrating novel technologies into teaching is suggested to be particularly successful if educators adopt a positive attitude and willingness to use these tools (Barak, Nissim, & Ben-Zvi, 2011;Huang & Liaw, 2005;Wong, Greenhalgh, & Pawson, 2010).…”

Section: Introductionmentioning

confidence: 99%

Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research

Nave

Ackerman

Dori

2017

IJELL

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Aim/PurposeThese days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools. BackgroundWe incorporated online forums for generating a Community of Inquiry (CoI) in a faculty development program. Extending the Technology, Pedagogy, and Content Knowledge (TPACK) model with Assessment Knowledge and content analysis of forum discourse and reflection after each CoI, we offer the Diagnostic Tool for Learning, Assessment, and Research (DTLAR). MethodologyThis study spanned over two cycles of a development program for medical faculty. ContributionThis study demonstrates how the DTLAR supports in-depth examination of the benefits and challenges of using CoIs for learning and teaching. Findings Before the program, participants had little experience with, and were reluctant to use, CoIs in classes. At the program completion, many were willing to adopt CoIs and appreciated this method's contribution. Both CoIs discourse and reflections included positive attitudes regarding cognitive and teacher awareness categories. However, negative attitudes regarding affective aspects and timeconsuming aspects of CoIs were exposed. Participants who experienced facilitating a CoI gained additional insights into its usefulness. Recommendations for PractitionersThe DTLAR allows analyzing adaption of online forums for learning and teaching. Recommendation for ResearchersThe DTLAR allows analyzing factors that affect the acceptance of online forums for learning and teaching. DTLAR: A Diagnostic Tool for Learning, Assessment, and Research 2 Impact on Society While the tool was implemented in the context of medical education, it can be readily applied in other adult learning programs. Future ResearchThe study includes several design aspects that probably affected the improvement and challenges we found. Future research is called for providing guidelines for identifying boundary conditions and potential for further improvement.

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Online tasks as a tool to promote teachers’ expertise within the Technological Pedagogical Content Knowledge (TPACK)

Cited by 11 publications

References 4 publications

Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms

Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms

Attitudes among chemistry teachers towards increasing personal competencies in applying ICT

Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research

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