Technological Pedagogical Content Knowledge (TPACK) in Action

Abstract

How does teachers' technological pedagogical content knowledge (TPACK) inform their instructional planning? Holv can this knowledge be enhanced?In an interpretivist study of experiencd secondary social studies teachers' plannir~g, we sought to discover clues to the nature and development of these teachers' TPACK-in-action as it was expressed in their planning processes. Comparisons of interview data and plmning products before and afier engaging in professional development that addressed content-focused, TPACKbased learning activity types (Harris & Hof;ev, 2009) revealed three primary findi~gs, each supported by participating reachers' oral and written reflections upon their learning. 7he participating teachers'(a) selection and use of learning activities and technologies became rnwe conscious, strategic, and varied;(b) instructional planning became more student-centered, focusing primarily upon students' intellectual, rather than ~#ective, engagement; and (c) quality standards for technology integration were raised, resulting in deliberate decisions for more judicious educational tecknology use. (Keywords: technological pedagogical content knowledge, TPACK, learning activities, instructional planning, curriculum, professional develapment) uccessful technology integration is rooted primarily in curriculum content and content-related learning processes, and secondarily in savvy use of educational technologies (Harris, Mishra, & Koehler, 2009). To effectively integrate educational technologies into instruction, K-12 teachers' planning must occur at the nexus of curriculum requirements, students' learning needs, available technologies' affordances and constraints, and the realities of school and classroom contexts. The complex knowledge needed for such planning is known as technological pedagogical content knowledge (Mishra & Koehler, 2006) -"the total package" of technology, pedagogy, content, and context knowledge (TPACK) (Thompson & hlishra, 2007(Thompson & hlishra, -2008.How does teachers' TPACK inform educators' instructional planning? How can this knowledge be developed? In an interpretivist study done with seven experienced secondary social studies teachers, we sought to discover the nature and development of these teachers' TPACK as it is applied in

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

“…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).…”

Teachers’ Technology Acceptance and Usage Situations and the Evaluation of Web Pedagogic Content Knowledge in Terms of Different Variations and the Determination of the Relationship between These

“…10, No. 3; positive difference between their web pedagogic content knowledge and internet usage frequencies (Akgün, 2013 (Archambault & Crippen, 2009) and that in-service and pre-service technology-supported professional development activities of teachers or prospective teachers have big effects on the development of technological knowledge in general (Hofer & Swan, 2008;Guzey & Roehrig, 2009;Richardson, 2009;Wilson & Wright, 2010;Harris & Hofer, 2011).…”

Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think?

“…According to Harris and Hofer (2011), "TPACK as it is applied in practice must draw from each of its interwoven aspects, making it a complex and highly situated educational construct that is not easily learned, taught, or applied" (p. 213). An understanding of the intricate relationships between technology, pedagogy and content knowledge result in the development of unique learning experiences.…”