Successful Implementation of TPACK in Teacher Preparation Programs

Martin, Barbara

doi:10.5121/ijite.2015.4102

Cited by 42 publications

(42 citation statements)

References 19 publications

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“…It includes text, graphics, audio, video, internet applications and other technologies that can be used to create and deliver digital curriculum (Tatnall, Kereteletswe, & Visscher, 2011). Students can use additional digital media that are collected into a system to access and share learning materials (Martin, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Al-Awidi

Aldhafeeri

2017

JITE:Research

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Aim/Purpose: The goal of this study was to investigate how Kuwaiti teachers perceive their own readiness to implement digital curriculum in public schools, and the factors that affect Kuwaiti teachers’ readiness to implement digital curriculum from their perspectives. Background: In order to shift from the traditional instructional materials to digital and more innovative resources, teachers have to be prepared for the transformational curriculum. Teachers need to acquire all the technical and pedagogical skills that enable them to integrate digital technology effectively and efficiently into the school curriculum. Methodology : Using a mixed-method research methodology, a random sample of 532 teachers participated in an online survey to determine the level of their readiness. In addition, semi-structured interviews were conducted with a sub sample of the participants (21) to explore the factors that affect their readiness. The researchers developed and implemented a technology readiness survey in two domains (technical and pedagogical). Contribution: The study demonstrated that Kuwaiti teachers were not highly ready to im-plement the digital curriculum, and some issues should be considered to ensure the digital curriculum is effectively implemented. Findings Teachers are moderately ready for implementation of the digital curriculum in both components of readiness (technical and pedagogical). Teachers identified some factors that that hinder their readiness. These factors are related to time constraints, knowledge and skills, infrastructure, and technical support. Recommendations for Practitioners: This paper will guide curriculum decision makers to find the best ways to help and support teachers to effectively implement the digital. Future Research: Follow up studies may examine the effectiveness of teacher education pro-grams in preparing students teachers to implement the digital curriculum, and the role of education decision makers in facilitating the implementation of the digital curriculum.

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Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Al-Awidi

Aldhafeeri

2017

JITE:Research

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“…Being a teacher educator entails the notion of professional development; however, the emphasis nowadays is not only on how to become, but also how to learn as a teacher educator (Martin, 2015;Mckeon & Harrison, 2011). Professional development of teacher educators and its systematic research is a result of the growing interest on what it means to professionally develop as a teacher educator (Loughran, 2014).…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education

Ungar

Baruch

2016

IJELL

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ICT (Information and Communication Technologies) in teacher education poses new challenges to faculty and students. This study was carried out to examine factors facilitating and hindering ICT implementation in teacher education institutes in Israel. Findings from our study, administered at two points in time, revealed that providing technological-pedagogical support to teacher educators and their perceptions and beliefs regarding ICT usage were consistent with being either facilitating or hindering factors in the integration process in colleges of education. Professional development of teacher educators in ICT skills and guidance in applying advanced technologies are additional facilitating factors. Resources, mainly time and infrastructure, were mostly a hindering factor with adverse influence on ICT integration. Three levels of successful ICT integration indicated successful implementation: teacher educators' level, students in their practice, and the organization level in terms of policy.

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“…Digital Natives: Students who have been using technology in their daily lives since birth (Martin, 2015), and therefore think and process differently than those who are adapting to the world with technology.…”

Section: Definitions Of Key Termsmentioning

confidence: 99%

“…In addition, ISTE developed standards for teachers in 2008, revised in 2017 as the ISTE standards for educators, for administrators in 2009 and revised in 2017, as well as ISTE standards for coaches and computer science educators, both released in 2011. As the ISTE standards have been introduced and incorporated within the K-12 educational setting, researchers (Martin, 2015;Wetzel, Foulger, & Williams, 2008) asserted school districts, as well as higher education institutions, must consider providing experiences and training with the intention of supporting successful technology integration. From the ISTE standards, a variety of frameworks have been developed by educators in District and in districts nationwide, providing technologybased approaches that enhance the teaching and learning process.…”

Section: History Of the Organizationmentioning

confidence: 99%

“…Research on the effects of utilizing formative assessment strategies to provide feedback, and therefore, affect the overall learning of students, has been conducted in various forms. Research on how the use of effective formative assessment strategies increases student learning (Black & Wiliam, 2009;Hattie, 2012;Rutheford, 2013;Wiliam, 2011), and research to support how technology integration can impact student learning (Jude, Kajura, & Birevu, 2014;Martin, 2015;Puentedura, 2013;Romrell, Kidder, & Wood, 2014) has been completed. Nonetheless, a reasonable gap exists between technology-based formative assessment and its impact on student learning.…”

Section: Introduction To the Background Of The Studymentioning

confidence: 99%

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An examination of technology-based formative assessment feedback and the impact on student learning

Jacobs¹

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Although researchers have provided evidence to support the effectiveness of collaborative and cooperative learning (Magana and Marzano, 2014; Marzano, 2006) and embedding formative assessment within instruction (Black and Wiliam, 2009; Wiliam, 2011), researchers (Chu, 2013; Hwang and Chang, 2011; Sung, Chang and Liu, 2016) further identified the need for research related to the impact of mobile devices on student learning. Purposefully selected for this study was the school district, as it is a highly innovative school district with regard to technology initiatives. Utilized during the process of collecting data for this case study, several sources were utilized. These included interviews with building and district administrators, focus groups with mathematics teachers and district instructional support staff, analysis of district and building documents, and observation of daily activities. Qualitative analysis of interviews of district and site leaders, focus groups with instructional specialist and teacher focus groups, observation of meetings, and analysis of documents from the district resulted in three emerging reoccurring themes: The impact of mobile learning on mastery learning; The Impact of Mobile Learning on the Quality and Timeliness of Data; Lack of fidelity, training and accountability. Research from this study shows infusion of technology-based formative assessment applications has a positive effect on student learning. Further considerations when embedding technology-based formative assessment strategies within the teaching and learning cycle are to provide common training, resources, and accountability for implementation.

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Successful Implementation of TPACK in Teacher Preparation Programs

Abstract: Today's teacher education programs should be providing pre-service teachers with ample preparation in shifting instructional approaches enriched with innovative educational technologies. In fact as Lambert & Gong (2010)

Cited by 42 publications

References 19 publications

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Teachers’ Readiness to Implement Digital Curriculum in Kuwaiti Schools

Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education

An examination of technology-based formative assessment feedback and the impact on student learning

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