TPACK Observation Protocol

The present study seeks to investigate what and how Shannon, an English teacher of 7-12 classrooms, adopted what she learned in the technology and literacy course into her classrooms. Starting from being handed an iPad in her hand and told to use it in her teaching to taking part in a technology for literacy course guided by the TPACK framework (Mishra & Koehler, 2006) and TPACK-in-Action model (Tai, 2013), Shannon had gone through an adventurous journey in technology integration. Coming from a case study approach, the study aims to investigate what and how Shannon took away from the course and transform what was learned into actions in her classrooms through multiple data sources including her course projects, observations, and interviews. The findings indicated that Shannon had not only adopted what she had learned in the course, including technology and in-class activities but also transformed the knowledge learned into actions. Moreover, Shannon demonstrated a number of TPACK competency in her teaching, indicating that she was able to see beyond technology in solation but rather the interplay among technology, pedagogy, and content while integrating technology into her teaching. In all, the findings indicate that helping teachers understand TPACK and employing TPACK-in-Action model to guide the preparation course might plan an important part in preparing teachers to integrate technology, which informs teacher educators and teacher preparation program in the design of their courses and program.

Bu çalışma, bir ilköğretim matematik öğretmen adayının, öğretmenlik uygulaması dersi sırasında, geometride üç boyutlu cisimlerin farklı yönlerden görünümleri konusunu anlatırken Teknolojik Pedagojik Alan Bilgisi'ndeki değişimi incelemek için yapılmıştır. Örneklem bir öğretmen adayı olarak Ankara'daki büyük üniversitelerden birinden seçilmiş, katılımcı anlaşmalı özel okulda stajını yaparken gözlemlenmiştir. Çalışmada kullanılan veri toplama araçları görüşmeler, gözlemler, alan notları, GeoGebra dosyaları ve ders planlarıdır. Araştırmanın sonucu düşünüldüğünde, ilköğretim matematik öğretmen adayının Teknolojik Pedagojik Alan Bilgisi'nde (TPAB) öğretmenlik uygulaması dersi boyunca bir gelişim olduğu görülmektedir. Müfredatı teknoloji ile birleştirme ve öğrencilerin teknolojiye erişimini sağlama konusundaki gelişim küçük olsa da, teknoloji aracılığıyla öğretme ve öğrencilerin öğrenmelerini sağlama konusunda öğretmen adayının TPAB seviyesinde önemli bir artış gözlemlenmiştir. Sonuçlar göz önünde bulundurulduğunda, öğretmen eğitimi programlarında öğretmenlik uygulaması dersi sırasında öğretmen adaylarını destekleyici teknoloji derslerinin gerekliliği ortaya çıkmaktadır çünkü matematik sınıflarında etkili bir öğrenme ortamı sağlanabilmesi için öğretmen adaylarının gerekli temel becerilere sahip olması beklenmektedir.

This paper describes a pre-service mathematics teachers’
technological pedagogical content knowledge (TPACK)
during her school experience. This study focuses on how the
participant taught different views of three-dimensional objects
in a private middle school. It is a descriptive case study in
which the data was collected through semi-structured
interviews, observations, lesson plans and corresponding
GeoGebra files. The data analysis showed that there is an
increase in the technological pedagogical content knowledge
of the participant during the practicum. In other words, the
findings of the study reveal that there was an observable
development in the participant’s skills in teaching with
technology during the school experience course which helped
the improvement of her TPACK. It is proposed that the school
experience helped her develop her knowledge of teaching in
dynamic geometry-integrated mathematics classrooms. This
claim and resulting implications for practice are unpacked in
further detail.

This study investigated the impact of a CALL teacher education workshop guided by the TPACK-in-Action model (Tai, 2013). This model is framed within Technological Pedagogical Content Knowledge (TPACK, Mishra & Koehler, 2006) and advocates a learning-by-doing approach (Chapelle & Hegelheimer, 2004) to understand how English teachers develop CALL competency and adopt the competency in their teaching. Participants were 24 elementary English teachers in Taiwan. The study used a mixed methods design (Creswell & Plano Clark, 2007), collecting and analyzing qualitative and quantitative data concurrently but separately before they were triangulated. Findings show that the TPACK-in-Action workshops had a positive impact on the 24 teachers. In addition to the development of CALL competency, it was also observed that participants demonstrated CALL competency in their teaching, such as selecting online materials and appropriate technology for content teaching, using cloud computing for student interaction, and matching the affordances of technology to meet their instructional goals and pedagogy. In sum, the study provides empirical evidence and a new perspective in the investigation of CALL teacher education. The theoretical and pedagogical implications for CALL teacher education research and practice are discussed.

The purpose of this study is to investigate a pre-service Elementary Mathematics teacher’s one of the TPACK component’s development while she is teaching the concept of Different Views of 3-D figures, namely perspective drawing. Mishra and Koehler's Framework (2006) and the instrument of Niess and her colleagues (2009) allowed the researchers to identify the subcomponents of the teachers’ knowledge, one of which will be explained here; access. Access theme mainly related to student's and teacher’s access to digital technology. A pre-service teacher prepared 4-5 hours lesson plans to teach the concept Different Views of 3-D figures in Geometry. It is aimed to understand the difference, if any, in the TPACK levels of a pre-service mathematics teacher during the implementation of these 4-5 hours lessons and to investigate the development of her TPACK during their practicum. In the light of current literature, the following research question immerged. How does a pre-service elementary mathematics teacher increase students’ access to digital technology while teaching 3-d figures during practicum?

This paper describes a pre-service mathematics teachers’ technological pedagogical content knowledge (TPACK) during her school experience. This study focuses on how the participant taught different views of three-dimensional objects in a private middle school. It is a descriptive case study in which the data was collected through semi-structured interviews, observations, lesson plans and corresponding GeoGebra files. The data analysis showed that there is an increase in the technological pedagogical content knowledge of the participant during the practicum. In other words, the findings of the study reveal that there was an observable development in the participant’s skills in teaching with technology during the school experience course which helped the improvement of her TPACK. It is proposed that the school experience helped her develop her knowledge of teaching in dynamic geometry-integrated mathematics classrooms. This claim and resulting implications for practice are unpacked in...

Today, it is of great importance that teachers have pedagogical and technological knowledge in addition to content knowledge. For this reason, the present study aims to develop a TPACK self-efficacy scale for preservice science teachers by following the theoretical framework of technological pedagogical and content knowledge (TPACK), as suggested by Koehler and Mishra (2006). The scale consists of seven subscales, which are technology knowledge (TK), pedagogy knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPCK) with a total of 55 items. A total of 467 preservice science teachers from four different universities in Turkey participated in the study. The Cronbach's alpha reliability coefficient of the scale was calculated as 0.969. Following the modification suggestions, confirmatory factor analyses showed that the model fit the scale adequately. The study found significant differences between the bottom and top groups; this shows the sufficiency of the items’ discriminatory powers. As the result of these analyses, it was found out that the scale had the necessary properties required for measuring the TPACK self-efficacy perceptions of preservice science teachers.

to understand how English teachers develop CALL competency and adopt the competency in their teaching. Participants were 24 elementary English teachers in Taiwan. The study used a mixed methods design (Creswell & Plano Clark, 2007), collecting and analyzing qualitative and quantitative data concurrently but separately before they were triangulated. Findings show that the TPACK-inAction workshops had a positive impact on the 24 teachers. In addition to the development of CALL competency, it was also observed that participants demonstrated CALL competency in their teaching, such as selecting online materials and appropriate technology for content teaching, using cloud computing for student interaction, and matching the affordances of technology to meet their instructional goals and pedagogy. In sum, the study provides empirical evidence and a new perspective in the investigation of CALL teacher education. The theoretical and pedagogical implications for CALL teacher education research...

The present study aims to use TPACK (Technological Pedagogical and Content Knowledge) framework to assess EFL pre-service versus in-service teachers' perception of technology integration in EFL instruction and promoting its development among pre-service ones. For collecting quantitative data, a total of 84 pre-service teachers enrolled in the English section at Benha Faculty of Education, and 41 in-service EFL teachers were asked to anonymously complete the TPACK Scale. Quantitative data analysis indicated significant differences between the two groups; as EFL pre-service teachers scored higher in TK and marginally better in TCK domain, meanwhile, EFL in-service teachers significantly surpassed in their PK, CK, TPK and PCK. There was no significant difference between the two groups in TPACK sub-domain of the scale. The qualitative study engaged 18 EFL pre-service teachers, recruited to explore the use of TPACK in the EFL classroom during teaching practice. The participants attended three preliminary sessions in which they were introduced to TPACK framework and instructional designs based on its model. They practiced using TPACK-oriented instructional designs with their peers in micro-teaching sessions. Results of qualitative data analysis revealed that the participants benefited from applying TPACK framework to improve the quality of EFL instruction in their teaching practices. These findings promote understanding TPACK framework and its based instruction among EFL pre-service teachers, suggesting the integration of TPACK into the current teacher education programs and stimulating a technologically rich environment to promote quality EFL instruction.

The present study seeks to investigate what and how Shannon, an English teacher of 7-12 classrooms, adopted what she learned in the technology and literacy course into her classrooms. Starting from being handed an iPad in her hand and told to use it in her teaching to taking part in a technology for literacy course guided by the TPACK framework (Mishra & Koehler, 2006) and TPACK-in-Action model (Tai, 2013), Shannon had gone through an adventurous journey in technology integration. Coming from a case study approach, the study aims to investigate what and how Shannon took away from the course and transform what was learned into actions in her classrooms through multiple data sources including her course projects, observations, and interviews. The findings indicated that Shannon had not only adopted what she had learned in the course, including technology and in-class activities but also transformed the knowledge learned into actions. Moreover, Shannon demonstrated a number of TPACK competency in her teaching, indicating that she was able to see beyond technology in solation but rather the interplay among technology, pedagogy, and content while integrating technology into her teaching. In all, the findings indicate that helping teachers understand TPACK and employing TPACK-in-Action model to guide the preparation course might plan an important part in preparing teachers to integrate technology, which informs teacher educators and teacher preparation program in the design of their courses and program.