Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development

Doering, Aaron; Veletsianos, George; Scharber, Cassandra; Miller, Charles D.

doi:10.2190/ec.41.3.d

Cited by 194 publications

(119 citation statements)

References 17 publications

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“…Also, aligning with Roblyer and Doering (2010) and Doering, Veletsianos, Scharber and Miller (2009) we suggest that the TPACK framework need to be seen also as a tool for supporting (pre-service) teachers' reflective thinking. For this purpose, the instrument contains short scaffolding texts before each TPACK area aimed for outlining the core of that area and to help respondents to think and reflect better each area measured.…”

Section: Discussionsupporting

confidence: 73%

TPACK updated to measure pre-service teachers’ twenty-first century skills

Valtonen

Sointu

Kukkonen

et al. 2017

AJET

223

125

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Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate ways to use ICT to support the development of their students' twenty-first century skills. The technological pedagogical content knowledge (TPACK) framework provides a theoretical model for studying the ways in which teachers use ICT in education. Still, the TPACK framework faces certain difficulties, especially concerning the instruments currently used for studying TPACK. These challenges are primarily related to the psychometric properties of the instruments and areas of pedagogical knowledge. Within this paper we introduce a new TPACK questionnaire, the TPACK-21 questionnaire which is grounded on twenty-first century skills. The TPACK-21 questionnaire is validated using confirmatory factor analysis (CFA). Results provide a six factor CFA model aligning with the TPACK theoretical framework. Also, the associations among TPACK sub-constructs, and the weak and strong areas of pre-service teachers' TPACK will be discussed.

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Section: Discussionsupporting

confidence: 73%

TPACK updated to measure pre-service teachers’ twenty-first century skills

Valtonen

Sointu

Kukkonen

et al. 2017

AJET

223

125

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“…The use of the TPACK framework in the context of the research study reported in this paper provides additional evidence of how the framework can be used to analyse online teaching practices within professional learning contexts, a process already instigated with social studies teachers by Doering, Veletsianos, Scharber, and Miller (2009). This paper reports on how the framework has been used specifically within a higher education context in which online teaching practices were the focus.…”

Section: Methodological Approachmentioning

confidence: 97%

Using the TPACK framework to unite disciplines in online learning

Anderson¹,

Barham²,

Northcote

2013

AJET

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This paper builds on a previous case study in which a group of lecturers from various disciplines were interviewed about their practice as facilitators of online learning. The lecturers' comments about their teaching practices revealed their awareness of specific types of teacher knowledge about online teaching. This was an unintended outcome of the previous study. Subsequently, as reported in this paper, the data were interrogated further using a new lens to investigate the extent to which these elements of teacher knowledge were evident throughout their practices. The technological, pedagogical and content knowledge (TPACK) theoretical framework enabled the researchers to identify the lecturers' views about the content taught in online and blended environments, the pedagogy which guided teaching and course design, and the technology selected to facilitate students' learning. This paper also considers practical issues about using the TPACK framework as a research tool as a lens through which to view online teachers' knowledge about pedagogy, technology and content.

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“…TPİB modeline dayalı yapılan araştırmalarda, öğretmenlerin teknolojik, pedagojik içerik bilgilerinde özellikle teknoloji bağlamında kendilerini yetersiz hissettikleri ve teknoloji ile ilgili konularla uğraşmada kararsız oldukları görülmektedir (Archambault ve Crippen, 2009;Doering, Veletsianos, Scharber ve Miller, 2009). Bu sorunu aşmanın öğretmen adaylarının kendi eğitim programları içerisinde TPİB anlayışlarının geliştirilmesinden geçtiği öne sürülmektedir.…”

Section: Sonuçlarunclassified

Öğretmen Adaylarinin Bi̇t’i̇ Öğrenme Ve Öğretme Süreci̇ne Entegre Etmeye Hazir Olmalari: Bi̇lgi̇ Ve İnançtaki̇ Deği̇şi̇m

Mumcu¹

2017

Eğitim Teknolojisi Kuram Ve Uygulama

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ÖzBu araştırmada, öğretmen adaylarına BİT'i kendi konu alanları ve öğrenme deneyimleri ile bütünleştirmelerine izin verecek bir öğrenme öğretme süreci sağlanmasının, öğretmen adaylarının BİT'in öğrenme ve öğretme sürecine entegrasyonu ile ilgili hazır olma durumlarına etkisi; BİT'in öğrenme ve öğretme sürecine entegrasyonuna ilişkin bilgi ve inançlarındaki değişim açısından incelenmiştir. Bu amaçla, öğretmen adaylarına yönelik olarak BİT'in öğrenme ve öğretme sürecine entegrasyonu ile ilgili 11 haftalık bir eğitim düzenlenmiştir. Eğitim çevrim içi bir öğrenme ortamı aracılığıyla verilmiştir. Karma araştırma yöntemi kullanılarak gerçekleştirilen araştırmada; nicel veriler TPİB ölçeği, nitel veriler ise çevrim içi öğrenme ortamında yapılan tartışmalar aracılığıyla toplanmıştır. TPİB ölçeği ön test, ara test ve son test olarak uygulanmış, elde edilen veriler üzerinde tekrarlı ölçümler için tek faktörlü ANOVA analizi yapılmış, eğitim sonucunda öğretmen adaylarının BİT entegrasyonuna ilişkin bilgilerinde anlamlı ve pozitif bir değişim olduğu belirlenmiştir. Nitel verilerin analizi için yapılan içerik analizi doğrultusunda, eğitim sonucunda öğretmen adaylarının BİT'in öğrenme öğretme sürecine entegrasyonuna ilişkin inançlarında önemli değişimler meydana geldiği belirlenmiştir. Öğretmen adaylarının eğitim başında eğitimde BİT kullanımına ilişkin öne sürdükleri koşulların ve endişelerinin eğitim sonunda ortadan kalktığı; eğitimde BİT'i kullanma niyetlerinin ise öğretmen merkezli bir anlayıştan öğrenci merkezli bir anlayışa doğru kaydığı saptanmıştır. PREPAREDNESS OF PRESERVICE TEACHERS TO INTEGRATION OF ICT INTO LEARNING AND TEACHING PROCESS: CHANGE IN KNOWLEDGE AND BELIEFS AbstractThe purpose of this study is to investigate the preparedness of preservice teachers for ICT integration, in terms of the changes in knowledge and beliefs. For this aim, an ICT integration training was designed and delivered via an online learning environment. 60 preservice teachers from a state university attended to this training. A mixed method was used in this study. Qualitative data were collected through discussions carried out through the environment; quantitative data were collected through a TPACK scale. One-way ANOVA for repeated measures was used to analyse quantitative data to find out the change in the preservice teachers' ICT integration knowledge. The results of ANOVA analysis showed that there has been a significant and positive change in preservice teachers' knowledge at the end of the training. Content analysis was used to analyse qualitative data to find out the change in the preservice teachers' beliefs related to ICT integration. The results of the content analysis revealed that the preservice teachers' beliefs regarding ICT integration changed in a positive way at the end of the training. At the beginning of the training, the preservice teachers expressed mostly their concerns and conditions about using ICT in teaching and learning process. At the end of the training, all concerns and conditions have disappeared and the ...

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Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development

Cited by 194 publications

References 17 publications

TPACK updated to measure pre-service teachers’ twenty-first century skills

TPACK updated to measure pre-service teachers’ twenty-first century skills

Using the TPACK framework to unite disciplines in online learning

Öğretmen Adaylarinin Bi̇t’i̇ Öğrenme Ve Öğretme Süreci̇ne Entegre Etmeye Hazir Olmalari: Bi̇lgi̇ Ve İnançtaki̇ Deği̇şi̇m

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