TPACK Framework
as a Model for Professional Development: A Case Study
The Need for Technology Integration
1 in 6 students attend a school where laptops or tablets are provided (1:1)
Students agree that, “I know more than my teachers about how to use tablets and other computers for learning”
- 56% of elementary school students
- 65% of middle school students
- 75% of high school students
Smartphone usage has increased across all grade levels and is most prevalent among older students
- 44% of elementary school students
- 58% of middle school students
- 75% of high school students
Most students feel that tablets can be game changers in learning, particularly when it comes to improving student engagement.
- 90% students agree that tablets will change the way students learn in the future.
- 89% agree that tablets make learning more fun.
- 81% students agree that using tablets in the classroom lets them learn in a way that’s best for them.
- 79% students agree that tablets help students do better in class.
-Harris Interactive. (2014). Pearson Student Mobile Device Survey 2014 - National Report: Students in Grades 4-12
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The Gap in Professional Development
The common form of technology training for teachers is a workshop that is focused on how to use new technology tools, an approach which has been labeled as technocentric (Papert, 1987).
“Educators are simply not aware of the full range of different curriculum-based learning activities, projects and approaches that they can use with the help of different educational technologies” (Harris & Hofer, 2011).
The integrations of technology cannot be about technology; it must be about content and effective instructional practice (Earle, 2002).
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Technological Pedagogical Content Knowledge (TPACK)
- In 2006 Punya Mishra and Matthew Koehler published a conceptual framework for educational technology titled, Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.
- The TPACK (TPCK) Model expanded on Schulman's work (1987) of combining teacher content knowledge and pedagogical knowledge into the PCK model.
- The TPACK model continues to be used as a framework for integrating emerging technologies into the classroom.
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Reproduced by permission of the publisher, © 2012 by tpack.org
7 Constituents of the TPACK Framework
- Content Knowledge (CK),
- Pedagogical Knowledge (PK),
- Technology Knowledge (TK),
- Pedagogical Content Knowledge (PCK),
- Technological Content Knowledge (TCK),
- Technological Pedagogical Knowledge (TPK), and
- Technological Pedagogical and Content Knowledge (TPACK or TPCK)
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TPACK as a Model for Professional Development
Research Approach
The intent of this case study is to provide details and understandings of the teachers' response the modeled professional development and to answer the research questions:
- Will teacher instruction with emphasis on pedagogical practice paired with technology lead to increased integration of technology in the classroom?
- Will teacher instruction with emphasis on the pedagogical practice paired with technology lead to an increase in the variety of instructional practices used in the classroom?
Participants
Midway High School
Sophomore, English 2
4 Teachers - Ranging in Experience from 2 years to 16 years
All teachers will return to the same teaching position this year
All teach a single subject
Instrument
- Observations using TPACK Rubric Tool
- Interviews following the Observation
- Teacher and Student Artifacts: Lesson Plans, Instructional Aides, Student Projects
- Walk-through Data
Context
- Midway High School is a 1:1 Campus (iPad Air)
- The teachers will receive Technology related Professional Development through Tech & Teaching Tuesdays
- Training will focus first on a "best practice" instructional strategy for the classroom and then pair a variety of technology tools with the strategy
- Teachers will have PLC time daily throughout the week to integrate their particular content into strategy and tool presented
- The researcher is an administrator on the campus, a trainer for Tech & Teaching Tuesdays, and although an evaluator of teachers on the campus - will not evaluate the 4 teachers
Procedure
- In July of the 2015-2016 School Year the IRB application will be submitted for approval for the study.
- In August Teacher Informed Consent forms will be collected from the participants.
- Teachers will attend Tech & Teaching Tuesday weekly beginning the second week of the 2015-2016 school year.
- Teachers will be observed and then interviewed six times within 1st, 2nd, 3rd & 4th - 6 Weeks grading periods.
- Observations will use the Technology Integration Assessment Rubric and coded for themes. A second coder will be utilized in addition to the researcher.
- Interviews will be conducted following the observation and will be recorded and documented using field notes. The researcher and a second coder with code the data to identify themes.
- Artifacts will be collected during the 1st, 2nd, 3rd, and 4th - 6 Weeks period (including lesson plans, instructional aides and student projects).
- The artifacts and observations will be scored based on the Technology Integration Assessment Rubric and coded and analyzed for themes. A second coder will be utilized in addition to the researcher to code and analyze for themes.
- The 360 walkthrough data will by analyzed and recorded for frequency of technology integration and varied instructional strategies.
- Member checks will be utilized to clarify data collected.
- Data collected from all sources will be compared and contrasted.
References
Earle, R. S. (2002). The integration of instructional technology into public education: Promisesand challenges. EDUCATIONAL TECHNOLOGY-SADDLE BROOK THEN ENGLEWOOD CLIFFS NJ-, 42(1), 5-13.
Harris Interactive. (2014). Pearson Student Mobile Device Survey 2014. National Report:
Students in Grades 4-12
Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based technology
integration assessment rubric. In Society for Information Technology & Teacher Education
International Conference (Vol. 2010, No. 1, pp. 3833-3840).
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for
curriculum-based TPACK development. In Society for Information Technology &
Teacher Education International Conference (Vol. 2009, No. 1, pp. 4087-4095).
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record,108(6), 1017-1054.
Papert, S. (1990). A critique of technocentrism in thinking about the school of the future.
Epistemology and Learning Group, MIT Media Laboratory.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational
researcher, 4-14.