Results 1 - 10 of 420

Examining TPACK among K-12 online distance educators

by Leanna Archambault - in the United States Contemporary Issues. In Technology and Teacher Education , 2009
"... With the increasing popularity and accessibility of the Internet and Internet-based technologies, along with the need for a diverse group of students to have alternative means to complete their education, there is a major push for K-12 schools to offer online courses, resulting in a growing number o ..."
Abstract - Cited by 27 (0 self) - Add to MetaCart
With the increasing popularity and accessibility of the Internet and Internet-based technologies, along with the need for a diverse group of students to have alternative means to complete their education, there is a major push for K-12 schools to offer online courses, resulting in a growing number of online teachers. Using the Tailored Design survey methodology (Dillman, 2007), this study examines a national sample of 596 K-12 online teachers and measures their knowledge with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas. Findings indicate that knowledge ratings are highest among the domains of pedagogy, content, and pedagogical content, indicating that responding online teachers felt very good about their knowledge related to these domains and were less confident when it comes to technology. Correlations among each of the domains within the TPACK framework revealed a small relationship between the domains of technology and pedagogy, as well as technology and content (.289 and.323, respectively). However, there was a large correlation between pedagogy and content (.690), calling into question the distinctiveness of these domains. This study presents a beginning approach to measuring and defining TPACK among an ever-increasing number of K-12 online teachers.

Learning about problem based learning: Student teachers integrating technology, pedagogy, and content knowledge

by Hyo-Jeong So , Bosung Kim - Australian Journal of Educational Technology
"... What should constitute knowledge bases that we expect our future teachers to gain related to pedagogically sound technology integration? Employing the Shulman's teacher knowledge base as a theoretical lens, this study examined the complexity of pre-service teachers' technological pedagogi ..."
Abstract - Cited by 17 (0 self) - Add to MetaCart
What should constitute knowledge bases that we expect our future teachers to gain related to pedagogically sound technology integration? Employing the Shulman's teacher knowledge base as a theoretical lens, this study examined the complexity of pre-service teachers' technological pedagogical content knowledge (TPCK) in the context of integrating problem based learning (PBL) and information and communications technology (ICT). Ninety-seven pre-service teachers in this study engaged in a collaborative lesson design project where they applied pedagogical knowledge about PBL to design a technology integrated lesson in their subject area of teaching. Data were collected from two sources: survey and lesson design artifacts. Data analyses revealed that while participants had theoretical understandings of pedagogical knowledge about PBL, their lesson designs showed a mismatch among technology tools, content representations, and pedagogical strategies, indicating conflicts in translating pedagogical content knowledge into designing pedagogically sound, technology integrated lessons. The areas that students perceived to be particularly challenging and difficult include: a) generating authentic and ill-structured problems for a chosen content topic, b) finding and integrating ICT tools and resources relevant for the target students and learning activities, and c) designing tasks with a balance between teacher guidance and student independence. The present study suggests the potential of two explanations for such difficulties: lack of intimate connection among beliefs, knowledge, and actions, and insufficient repertoires for teaching with technology for problem based learning.

Development of survey of technological pedagogical and content knowledge (TPACK

by Ph. D Ismail Sahin - The Turkish Online Journal of Educational Technology , 2011
"... ABSTRACT The purpose of this study is to develop a survey of technological pedagogical and content knowledge (TPACK). The survey consists of seven subscales forming the TPACK model: 1) technology knowledge (TK), 2) pedagogy knowledge (PK), 3) content knowledge (CK), 4) technological pedagogical kno ..."
Abstract - Cited by 16 (1 self) - Add to MetaCart
ABSTRACT The purpose of this study is to develop a survey of technological pedagogical and content knowledge (TPACK). The survey consists of seven subscales forming the TPACK model: 1) technology knowledge (TK), 2) pedagogy knowledge (PK), 3) content knowledge (CK), 4) technological pedagogical knowledge (TPK), 5) technological content knowledge (TCK), 6) pedagogical content knowledge (PCK), and 7) TPACK. This study is conducted in five phases: 1) item pool, 2) validity and reliability, 3) discriminant validity, 4) test-retest reliability, and 5) translation of the TPACK survey. To examine language equivalence, both Turkish and English versions of the TPACK survey are administered to preservice teachers studying English language education. It is determined the questionnaire meets the language equivalence. Results demonstrate the TPACK survey is a valid and reliable measure.

Testing a TPACK-Based Technology Integration Assessment Rubric from www.activitytypes.wmwikis.net

by Judith B. Harris, Neal Grandgenett, Mark Hofer, Judi Harris, Neal Grandgenett, Mark Hofer - In AACTE Committee on Innovation & Technology (Eds.). Handbook of , 2008
"... This Conference Proceeding is brought to you for free and open access by ..."
Abstract - Cited by 16 (0 self) - Add to MetaCart
This Conference Proceeding is brought to you for free and open access by
(Show Context)

Hybrid Online Education: Identifying Integration Models using Adventure Learning

by Aaron Doering, George Veletsianos - Journal of Research on Technology in Education , 2008
"... In this paper we sought to understand how teachers chose to integrate a hybrid online educa-tion program in their classrooms, how students responded to this choice, and how students’ experiences were influenced by the integration model chosen by the teachers. Data collected via classroom observation ..."
Abstract - Cited by 14 (7 self) - Add to MetaCart
In this paper we sought to understand how teachers chose to integrate a hybrid online educa-tion program in their classrooms, how students responded to this choice, and how students’ experiences were influenced by the integration model chosen by the teachers. Data collected via classroom observations, personal interviews, and focus groups suggest four integration models: curriculum-based, activities-based, standards-based, and media-based. We discuss these models in the context of hybrid online education and particularly in adventure learning. Finally, we provide recommendations for the design, development, implementation, and integration of hybrid online education programs. (Keywords: adventure learning, classroom technology integration, hybrid education, integration models, online learning environments.) Alternative approaches to face-to-face education (namely hybrid and distance education), have been in existence since the late 1800s (McIsaac & Gunawar-dena, 2001; Moore & Kearsley, 2005) with these alternative approaches rapidly increasing in K–12 education (Smith, Clark, & Blomeyer, 2005). More recent-ly, during the 2005–2006 academic year virtual K–12 schools served approxi-mately 700,000 students in the United States (Picciano & Seaman, 2007). Even though the benefits of K–12 online and hybrid education have been delineated (Smith, Clark, & Blomeyer, 2005), the existing literature on online K–12 edu-cation, with a few exceptions, focuses on anecdotal accounts of technological resources that can be used by teachers to supplement face-to-face courses (Lom-bard, 2004; Martorella, 1997). Even more critical is the dearth of research in terms of how teachers actually integrate technology and online learning in their
(Show Context)

Bringing Academics on Board: Encouraging Institution-wide Diffusion of Elearning Environments

by Dawn Birch, Bruce Burnett - Australasian Journal of Educational Technology , 2009
"... Rapid advances in educational and information communications technology (ICT) have encouraged some educators to move beyond traditional face to face and distance education correspondence modes toward a rich, technology mediated e-learning environment. Ready access to multimedia at the desktop has pr ..."
Abstract - Cited by 13 (0 self) - Add to MetaCart
Rapid advances in educational and information communications technology (ICT) have encouraged some educators to move beyond traditional face to face and distance education correspondence modes toward a rich, technology mediated e-learning environment. Ready access to multimedia at the desktop has provided the opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. However, despite this opportunity, the adoption and integration of educational technologies by academics across the tertiary sector has typically been slow. This paper presents the findings of a qualitative study that investigated factors influencing the manner in which academics adopt and integrate educational technology and ICT. The research was conducted at a regional Australian university, the University of Southern Queensland (USQ), and focused on the development of e-learning environments. These e-learning environments include a range of multimodal learning objects and multiple representations of content that seek to cater for different learning styles and modal preferences, increase interaction, improve learning outcomes, provide a more inclusive and equitable curriculum and more closely mirror the on campus learning experience. This focus of this paper is primarily on the barriers or inhibitors academics reported in the study, including institutional barriers, individual inhibitors and pedagogical concerns. Strategies for addressing these obstacles are presented and implications and recommendations for educational institutions are discussed.
(Show Context)

Facilitating Preservice Teachers ' Development of Technological, Pedagogical, and Content Knowledge (TPACK)

by Ching Sing Chai, Joyce Hwee, Ling Koh, Chin-chung Tsai
"... Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such ..."
Abstract - Cited by 12 (2 self) - Add to MetaCart
Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such knowledge, i.e., the technological, pedagogical, and content knowledge (TPACK). A questionnaire adapted from Schmidt, Baran, Thompson, Mishra, Koehler, and Shin (2009) was validated using factor analyses and the preservice teachers’ TPACK perceptions before and after their ICT course were examined. The results reveal statistical significant gains with good effect sizes. Regression analysis further reveals that technological knowledge, pedagogical knowledge and content knowledge are all significant predictors of preservice teachers ’ TPACK, with pedagogical knowledge having the largest impact. Implications for designing the ICT instruction of preservice teachers are discussed.
(Show Context)

Theorising knowledge practices: a missing piece of the educational technology puzzle

by Sarah Howard, Karl A. Maton, Sarah Howarda, Karl Matonb , 2011
"... frameworks that can enable cumulative knowledge-building across the field. This article explores the value of Legitimation Code Theory (LCT) for address-ing these issues by discussing research into the key question of integration of information and communication technologies in education. Specifical ..."
Abstract - Cited by 10 (1 self) - Add to MetaCart
frameworks that can enable cumulative knowledge-building across the field. This article explores the value of Legitimation Code Theory (LCT) for address-ing these issues by discussing research into the key question of integration of information and communication technologies in education. Specifically, it shows how LCT enables the theorisation of knowledge practices, the basis of education but undertheorised by existing research. Drawing on a major study of a techno-logical initiative in all state secondary schools in New South Wales, Australia, the article illustratively uses one dimension of LCT to compare the organising principles underlying the initiative with those underlying the key subjects of mathematics and English. Analysis suggests that a ‘code clash ’ with mathemat-ics and a ‘code match ’ with English might help explain their different patterns of integration of information and communication technologies. It also demon-strates how LCT can be utilised with multiple methods, enabling the integration of research into a wide range of educational topics and thereby contributing towards building knowledge across the field.
(Show Context)

Integrating online learning in NSW secondary schools: Three schools perspectives on ICT adoption

by Edwina Neyland - Australia Journal of Educational Technology , 2011
"... This report examines factors associated with integration of online learning in Sydney region high schools. Past studies have shown that schools can be identified as operating at a certain level of use- ranging from non-use, through stages such as entry, and adaptation, arriving at transformation- wh ..."
Abstract - Cited by 8 (0 self) - Add to MetaCart
This report examines factors associated with integration of online learning in Sydney region high schools. Past studies have shown that schools can be identified as operating at a certain level of use- ranging from non-use, through stages such as entry, and adaptation, arriving at transformation- when a focus on technology shifts to a focus on the learner. This report highlights several factors affecting the use of online learning in Sydney high schools, including systemic factors such as institutional support, as well as micro factors such as teacher capability. After questionnaires and interviews conducted with computer coordinators during 2009, it was found that immediate school factors such as school support and focus on pedagogy were perceived as being more important than broader systemic factors. Investigating the adoption of ICT for online learning The “digital learner ” can use ICT (information and communication technologies) both in and out of school using an “Internet learning style – interactive, search oriented, collaborative, but with individual autonomy ” (Centre for Educational Research and Innovation, 2001, p. 14). The Centre for Educational Research and Innovation (CERI)

Influences on pre-service teachers’ preparedness to use ICTs in the classroom. Where are you

by Lincoln Gill, Barney Dalgarno - in the landscape of educational technology?’, Proceedings Ascilite Melbourne , 2008
"... The role of Information and Communication Technologies (ICTs) in the school classroom is becoming increasingly prominent, both because of the need for children to develop skills that will empower them in modern society and because of the potential value of such technologies as tools for learning. On ..."
Abstract - Cited by 8 (0 self) - Add to MetaCart
The role of Information and Communication Technologies (ICTs) in the school classroom is becoming increasingly prominent, both because of the need for children to develop skills that will empower them in modern society and because of the potential value of such technologies as tools for learning. One of the challenges facing teacher educators is how to ensure that graduate teachers have the necessary combination of skills and pedagogical knowledge that will enable them to both effectively use today’s technologies in the classroom as well as continue to develop and adapt to new technologies that emerge in the future. This study explores first year teacher education student preparedness to use ICTs in the classroom. The primary data source for the study is a set of intensive interviews with eight teacher education students. The results suggest that despite the prevailing view that this generation of University students are ‘Digital Natives ’ (Prensky, 2001), there are a number of barriers to their preparedness to use ICTs in the classroom. In particular the study suggests that as well as looking at the teacher education curriculum and other aspects of the formal preparation of these pre-service teachers, the pre-service teachers ’ personal preparedness including attitude, motivation, and confidence, along with various social factors are important. The results are discussed in the context of various models of pre-service teacher ICT pedagogical development. As well as being important for teacher educators, the findings are also important in the context of academic staff development associated with the use of ICTs as a learning tool in tertiary education, as well as in the context of other disciplines where similar assumptions about the ICT literacy of first year university students are being made.