A CASE STUDY
OF HOW AND IF A PROFESSIONAL DEVELOPMENT PROGRAM BASED ON THE TPACK FRAMEWORK BUILDS TEACHERS' CAPACITY FOR TECHNOLOGY INTEGRATION
Most students feel that they know more about tablets and other computers than their teachers. This is true even for elementary school students (Harris Interactive, 2015).
Smartphone usage has increased across all grade levels and is most prevalent among older students. In 2015,
53% of elementary school students,
66% of middle school students and
82% of high school students use smartphones regularly. (Harris Interactive, 2015).
“A digital use divide continues to exist between learners who are using technology in active, creative ways to support their learning and those who predominantly use technology for passive content consumption” (NETP, 2016).
“Today’s students are no longer the people our educational system was designed to teach” (Prensky, 2001, p. 1).
“Across the board, teacher preparation and professional development programs fail to prepare teachers to use technology in effective ways” (NETP, 2016).
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A Need for Professional Development
A growing body of research presents the idea that our primary focus professional development must not be on the technology itself but how the technology can be used for instruction (Carr, Jonassen, Litzinger & Marra, 1998; Mishra & Koehler, 2003).
Researchers and educators in the field believe that successful integration of technology must be “rooted primarily in curriculum content-related learning process, and secondarily in savvy use of educational technologies” (Harris & Hofer, 2011, p. 211).
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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
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TPACK as a Model for Professional Development
The intent of this case study is to provide details and insights into the decisions teachers' make regarding how, why and for what purpose technology is utilized in a lesson.
- How did participation in the Tech & Teaching Tuesday Professional Development program influence teacher’s integration of technology into classroom curriculum?
- How and why do teacher make decisions in regards to content and pedagogy to facilitate inclusion of technology?
- Did teachers’ method of technology integration in lessons meet the TPACK model of instruction?
Participants & Setting
- Midway High School
- 5 Teachers - Ranging in Experience from 2 years to 16 years
- Core Content Areas Teachers
- All teachers will return to the same teaching position this year
- All teach a single subject
- An explanatory case study method will be used to observe the contemporary social issue that is bounded by the setting at Midway High School.
- The study is a Single Case design with multiple embedded cases.
- Observations; collected using field notes and the TPACK Rubric Tool
- Initial Interviews for data collection regarding demographic and belief questions
- Interviews following the Observation
- Teacher and Student Artifacts; Lesson Plans, Instructional Aides, Student Projects
A case study database will be utilized to record findings
A chain of evidence will be maintained.
A Constant Comparison Analysis will be used to code data for similarities and differences to develop categories.
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. (2015). Pearson Student Mobile Device Survey 2015. 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.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon 9(5), 1-6.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational