Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH006
Berenice Morales González, Rubén Edel Navarro, G. Aguilar
The purpose of the chapter is to disseminate a comparative study developed in an institution dedicated to teacher training in the state of Veracruz, Mexico. The study led the follow-up of two teachers responsible for a course of bachelor's degree in Preschool Education called Learning Environments during a semester. Three interviews were applied to two participating teachers. Through inductive analysis, MaxQDA software was chosen to identify categories of analysis. The work is analyzed from the TPACK model, as a systemic and integral proposal to investigate teacher training practices as a complex and necessary phenomenon to continue studying.
{"title":"The Practices of Learning Assessment in the Initial Teacher Training","authors":"Berenice Morales González, Rubén Edel Navarro, G. Aguilar","doi":"10.4018/978-1-5225-7001-1.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH006","url":null,"abstract":"The purpose of the chapter is to disseminate a comparative study developed in an institution dedicated to teacher training in the state of Veracruz, Mexico. The study led the follow-up of two teachers responsible for a course of bachelor's degree in Preschool Education called Learning Environments during a semester. Three interviews were applied to two participating teachers. Through inductive analysis, MaxQDA software was chosen to identify categories of analysis. The work is analyzed from the TPACK model, as a systemic and integral proposal to investigate teacher training practices as a complex and necessary phenomenon to continue studying.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115926207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH013
H. Gillow-Wiles, M. Niess
This cross-case descriptive study suggests a model for designing online courses that supports TPACK development through communities of inquiry. Borrowing from the world of science research literature, a workbench dialectic inquiry model was engaged in designing a small group-large group dynamic. Mimicking scientists at the workbench, the participants formed relationships in small groups to develop ideas about TPACK, presented their ideas to the larger, whole-class group, then returned to the small groups to integrate feedback. This dynamic group interaction structure provided the participants with the space to develop their TPACK thinking in ways that supported the transition to cognitive discourse. Analysis of the forum postings revealed the complexity of the participant interaction and suggested that facilitating student community engagement supported the development of their TPACK. Course design details are provided. Further research directions might include applying the workbench dialectic inquiry model in other educational contexts and with larger student populations.
{"title":"Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program","authors":"H. Gillow-Wiles, M. Niess","doi":"10.4018/978-1-5225-7001-1.CH013","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH013","url":null,"abstract":"This cross-case descriptive study suggests a model for designing online courses that supports TPACK development through communities of inquiry. Borrowing from the world of science research literature, a workbench dialectic inquiry model was engaged in designing a small group-large group dynamic. Mimicking scientists at the workbench, the participants formed relationships in small groups to develop ideas about TPACK, presented their ideas to the larger, whole-class group, then returned to the small groups to integrate feedback. This dynamic group interaction structure provided the participants with the space to develop their TPACK thinking in ways that supported the transition to cognitive discourse. Analysis of the forum postings revealed the complexity of the participant interaction and suggested that facilitating student community engagement supported the development of their TPACK. Course design details are provided. Further research directions might include applying the workbench dialectic inquiry model in other educational contexts and with larger student populations.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115181231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH008
Amanda Thomas, Guy Trainin
This case study outlines the components and outcomes of a program-wide approach to transforming elementary pre-service teachers' technological pedagogical content knowledge (TPACK). The approach emphasized the creation of laboratories of practice in which pre-service teachers learned about and enacted technology for teaching and learning. Pre-service teachers developed TPACK through carefully designed and scaffolded learning experiences in technology and content methods coursework, internship experiences, and student teaching. The case offers descriptions and outcomes within a mathematics methods course and across eleven cohorts of student teachers. TPACK survey results at the beginning and end of one course of the program, and measures of TPACK-efficacy and frequency of technology integration at the end of the program indicate that the programmatic approach led to TPACK growth among pre-service teachers.
{"title":"Creating Laboratories of Practice for Developing Preservice Elementary Teachers' TPACK","authors":"Amanda Thomas, Guy Trainin","doi":"10.4018/978-1-5225-7001-1.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH008","url":null,"abstract":"This case study outlines the components and outcomes of a program-wide approach to transforming elementary pre-service teachers' technological pedagogical content knowledge (TPACK). The approach emphasized the creation of laboratories of practice in which pre-service teachers learned about and enacted technology for teaching and learning. Pre-service teachers developed TPACK through carefully designed and scaffolded learning experiences in technology and content methods coursework, internship experiences, and student teaching. The case offers descriptions and outcomes within a mathematics methods course and across eleven cohorts of student teachers. TPACK survey results at the beginning and end of one course of the program, and measures of TPACK-efficacy and frequency of technology integration at the end of the program indicate that the programmatic approach led to TPACK growth among pre-service teachers.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116250118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH019
Mary C. Enderson, G. Watson
This chapter presents a case approach used for modeling and simulation applications in a science, technology, engineering, and mathematics (STEM) teacher preparation program to assist in the development of technological pedagogical content knowledge (TPACK). In this digital age, many pre-service teachers use technological tools daily but do not have knowledge on how to use tools in ways to help develop understanding of STEM concepts. The authors present a framework that promotes learning by teaching to prepare STEM teachers with ways to use modeling and simulation tools in classroom instruction.
{"title":"Preparing Pre-Service STEM Teachers to Teach Using Digital Modeling and Simulation Applications","authors":"Mary C. Enderson, G. Watson","doi":"10.4018/978-1-5225-7001-1.CH019","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH019","url":null,"abstract":"This chapter presents a case approach used for modeling and simulation applications in a science, technology, engineering, and mathematics (STEM) teacher preparation program to assist in the development of technological pedagogical content knowledge (TPACK). In this digital age, many pre-service teachers use technological tools daily but do not have knowledge on how to use tools in ways to help develop understanding of STEM concepts. The authors present a framework that promotes learning by teaching to prepare STEM teachers with ways to use modeling and simulation tools in classroom instruction.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126854039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH003
P. Yu, J. Golden
Two case stories are given of how technological pedagogical content knowledge (TPACK) is developed in a first semester undergraduate pre-service elementary mathematics education course. The theoretical frameworks that guided the design and implementation of technology-based mathematics lessons are discussed, including both TPACK and the substitution, augmentation, modification, redefinition (SAMR) framework. Then the authors describe specific activities intended to develop TPACK, the motivation and implementation for these activities, and excerpts of pre-service teachers' survey results, comments, and reflections about learning elementary mathematics in these courses. The contrast between the courses is focused technology use during one unit with opportunity to teach elementary lessons with the same technology, and pervasive use of technology throughout the other but no opportunity to use the technology with elementary learners. The chapter concludes with a discussion of the implications and issues that have presented themselves in this action research experience.
{"title":"Developing TPACK in Elementary Mathematics Education","authors":"P. Yu, J. Golden","doi":"10.4018/978-1-5225-7001-1.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH003","url":null,"abstract":"Two case stories are given of how technological pedagogical content knowledge (TPACK) is developed in a first semester undergraduate pre-service elementary mathematics education course. The theoretical frameworks that guided the design and implementation of technology-based mathematics lessons are discussed, including both TPACK and the substitution, augmentation, modification, redefinition (SAMR) framework. Then the authors describe specific activities intended to develop TPACK, the motivation and implementation for these activities, and excerpts of pre-service teachers' survey results, comments, and reflections about learning elementary mathematics in these courses. The contrast between the courses is focused technology use during one unit with opportunity to teach elementary lessons with the same technology, and pervasive use of technology throughout the other but no opportunity to use the technology with elementary learners. The chapter concludes with a discussion of the implications and issues that have presented themselves in this action research experience.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127835084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH005
Anneke Smits, J. Voogt, Lieke van Velze
This chapter describes the design and outcomes of a graduate course for practicing teachers that aims to develop the quality of technology integration in their educational contexts. The course is rooted in a set of concepts and theories and in three pedagogical principles for enhancing teachers' technology integration. The outcomes of the course were measured by using a mixed methods design. After the course, all students showed satisfactory TPACK scores and most students (83%) produced lessons that showed a good quality of technology integration, and 75% of the lessons showed a rich array of technological affordances. Neither the quality of the technology integration as shown in their lesson design and enactment nor the number of different technological affordances students showed in their (enacted) lesson design were related to students' TPACK scores after the course. This unexpected finding is discussed. Students reported a development from unconscious technology integration to conscious technology integration.
{"title":"The Development of Technology Integration in a Graduate Course for Practicing Teachers","authors":"Anneke Smits, J. Voogt, Lieke van Velze","doi":"10.4018/978-1-5225-7001-1.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH005","url":null,"abstract":"This chapter describes the design and outcomes of a graduate course for practicing teachers that aims to develop the quality of technology integration in their educational contexts. The course is rooted in a set of concepts and theories and in three pedagogical principles for enhancing teachers' technology integration. The outcomes of the course were measured by using a mixed methods design. After the course, all students showed satisfactory TPACK scores and most students (83%) produced lessons that showed a good quality of technology integration, and 75% of the lessons showed a rich array of technological affordances. Neither the quality of the technology integration as shown in their lesson design and enactment nor the number of different technological affordances students showed in their (enacted) lesson design were related to students' TPACK scores after the course. This unexpected finding is discussed. Students reported a development from unconscious technology integration to conscious technology integration.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"18 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120820124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH011
Michelle F. Read, G. Morel, Tamarin Butcher, Ann Evans Jensen, J. M. Lang
The purpose of this chapter was to explore changes in faculty knowledge, beliefs, and attitudes regarding online teaching and learning, as well as faculty's degree of confidence in developing and implementing online courses after participating in a multiweek, experientially based faculty development program. The study draws on change theory, specifically teacher change in knowledge, beliefs and attitudes, self-efficacy, and the TPACK framework. The findings suggest that faculty development that incorporates elements of collaboration, modeling, peer review, coaching, extended time, and numerous opportunities for observation and reflection are key to participants' TPACK development and positive changes in teaching beliefs, e-learning attitudes, and self-efficacy.
{"title":"Developing TPACK Understanding Through Experiential Faculty Development","authors":"Michelle F. Read, G. Morel, Tamarin Butcher, Ann Evans Jensen, J. M. Lang","doi":"10.4018/978-1-5225-7001-1.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH011","url":null,"abstract":"The purpose of this chapter was to explore changes in faculty knowledge, beliefs, and attitudes regarding online teaching and learning, as well as faculty's degree of confidence in developing and implementing online courses after participating in a multiweek, experientially based faculty development program. The study draws on change theory, specifically teacher change in knowledge, beliefs and attitudes, self-efficacy, and the TPACK framework. The findings suggest that faculty development that incorporates elements of collaboration, modeling, peer review, coaching, extended time, and numerous opportunities for observation and reflection are key to participants' TPACK development and positive changes in teaching beliefs, e-learning attitudes, and self-efficacy.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134171221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7001-1.CH017
Jennifer N. Lovett, Lara Dick, Allison W. McCulloch, Milan Sherman, Cyndi Edgington, Cecilia Anne Wanner, Samuel D. Reed
The purpose of this study was to examine the evidence of technological pedagogical function knowledge that preservice secondary mathematics teachers (PSMTs) exhibited through engaging in a module in which they examine artifacts of students' mathematical thinking with technology. Three cases are presented to describe the evidence of technological pedagogical function knowledge that was elicited through engagement with the module. Findings show that the module was successful in eliciting PSMTs' function knowledge, technological function knowledge, and technological pedagogical function knowledge. Differences in the manners in which these knowledges were elicited are discussed and implications for teachers of PSMTs are shared.
{"title":"Eliciting Pre-Service Secondary Mathematics Teachers' Technological Pedagogical Function Knowledge","authors":"Jennifer N. Lovett, Lara Dick, Allison W. McCulloch, Milan Sherman, Cyndi Edgington, Cecilia Anne Wanner, Samuel D. Reed","doi":"10.4018/978-1-5225-7001-1.CH017","DOIUrl":"https://doi.org/10.4018/978-1-5225-7001-1.CH017","url":null,"abstract":"The purpose of this study was to examine the evidence of technological pedagogical function knowledge that preservice secondary mathematics teachers (PSMTs) exhibited through engaging in a module in which they examine artifacts of students' mathematical thinking with technology. Three cases are presented to describe the evidence of technological pedagogical function knowledge that was elicited through engagement with the module. Findings show that the module was successful in eliciting PSMTs' function knowledge, technological function knowledge, and technological pedagogical function knowledge. Differences in the manners in which these knowledges were elicited are discussed and implications for teachers of PSMTs are shared.","PeriodicalId":256420,"journal":{"name":"Handbook of Research on TPACK in the Digital Age","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124407877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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