Deep-play: developing TPACK for 21st century teachers

Koehler, Matthew J.; Mishra, Punya; Bouck, Emily C.; Deschryver, Michael; Kereluik, Kristen; Shin, Tae Rim; Wolf, Leigh Graves

doi:10.1504/ijlt.2011.042646

Cited by 151 publications

(97 citation statements)

References 28 publications

(14 reference statements)

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“…One of the important challenges is that the teacher may lack knowledge about teaching approaches using technology [12], [17], [11].Furthermore, the teachers may find it difficult to match existing simulations with their teaching requirements [11] It was found that, if a technology tool such as simulation is applied passively in the classroom, does not improve learning gains [19]. One possible approach to make effective use of simulation for higher learning gains is training of teachers to design their own simulations suitable for their content and pedagogical requirements [15].…”

Section: Need For a Technology Integration Workhopmentioning

confidence: 99%

Design of a teachers’ training workshop for improving technology integration skills

Mavinkurve¹,

Patil

2017

PCEEA

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Educationists and researchers recommend integration of simulations in classrooms to promote student-centric constructivist learning. The simulations need to be carefully designed toward improvement ofconceptual understanding of students. In this paper, we report on a training workshop for teachers with the specific goal of imparting simulation integration skills for classroom teaching. In the workshop, we used SEQUEL, a freely downloadable circuit simulator, and focused on electronic circuits taught typically at the second-year undergraduate level. We applied education technology principles as well as constructivist alignment methods to design the workshop. In particular, collaborative learning strategies such as think-pair-share and peer instruction were covered specifically for the intended simulation integration. Furthermore, application of the flippedclassroom model in the context of circuit simulation was explained to the participants. We report on the workshop design in detail and report the impact of the training workshop on integration skills of the teachers. We found that teachers (N=15) perceived the workshop to be usefulin designing their aligned lesson plans. Teachers also reported their field study in which they found improved motivation of students to solve electronics circuit problems.

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Section: Need For a Technology Integration Workhopmentioning

confidence: 99%

Design of a teachers’ training workshop for improving technology integration skills

Mavinkurve¹,

Patil

2017

PCEEA

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“…Este modelo de enseñanza y aprendizaje (E-A), desarrollado por los profesores Punya Mishra y Mattew J. Koehler (2006Koehler ( , 2011 de la Universidad Estatal de Michigan, identifica los tipos de conocimiento que un docente necesita dominar para integrar las Tecnologías de la Información y la Comunicación (TIC) de una forma eficaz en la enseñanza que imparte. Se incluye entre los modelos cognitivos en ambientes cooperativos donde se utiliza la tecnología concretándose en la interacción de los tres elementos que intervienen en la adquisición de conocimientos, esto es: 1) El contenido de la materia concreta que se quiere enseñar; 2) La pedagogía necesaria para que el alumnado alcance esos contenidos; 3) La tecnología que interviene en el proceso de aprendizaje.…”

Section: El Modelo De Enseñanza Y Aprendizaje Tpackunclassified

“…), además debe disponer de la competencia procedimiental y los conocimientos suficientes que le permitan la correcta inclusión de las TIC en clase. En tal sentido, han surgido nuevas aportaciones que inciden en la necesidad de formar al futuro maestro más allá del simple dominio en el uso de las tecnologías (Coronado, 2010;Erdogan & Sahin, 2010;Jang & Chen, 2010;Chai et al, 2011;Koehler et al, 2011;Sahin, 2011;Giménez, 2012;Mudzimiri, 2012;Pamuk, 2012;Jamieson-Porotor et al, 2013;Hubbard et al, 2013;Porras & Salinas, 2013;Cabero, 2014;Ekrem & Recep, 2014;Gómez, 2013). Como ya se ha mencionado, entre estas contribuciones figura el modelo de E-A TPACK (Mishra & Koehler, 2006) que presta especial atención a la correcta incorporación que el futuro docente haga de las TIC en su labor profesional, prestando especial interés en la interacción y la formación del docente en Conocimiento Pedagógico de la Materia (PCK); Conocimiento Tecnológico-Pedagógico (TCK) y Conocimiento Tecnológico de la Disciplina (TPK).…”

Section: Objetivos Y Contextualización De La Investigaciónunclassified

La inclusión de las tecnologías en la formación inicial del profesorado: una intervención de aula a través modelo tpack / Implementation of technologies in initial training of teachers: an intervention in the classroom through the tpack model

Trigueros

2016

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La inclusión de las tecnologías en la formación inicial del profesorado: una intervención de aula a través del modelo TPACK PALABRAS CLAVECiencias Sociales -formación inicial -Google Earth TM -TIC -TPACK ABSTRACTThe progressive incorporation of the technologies in the educational processes has supposed essential changes in the Basic Knowledge of the Teacher, as well as important modifications in the training of the professorship. In this article is presented a study on the conceptual geographical and technological knowledge of 622 students of Degree of Primary Education in the Faculty of Education of Alicante. For his attainment, there has been implemented the model TPACK of education and learning using a method of investigation compound. The results show the conceptual problems (CK) and manipulativos of the technology (TK) in the initial formation of the professorship and the need to implement active methodologies with TIC.

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“…In a study conducted with in-service teachers, Madeira (2010) found that "teachers who participated more deeply in the scaffolded reflections were able to understand how their lesson plans and enactment patterns fostered student understanding of relevant science concepts" (p. ii). Graham, Borup, and Smith (2012) (Koehler et al, 2011). In another study, a science methods instructor modeled TPACK teaching while preservice teachers reflected on what they learned about teaching (Hechter & Phyfe, 2010).…”

Section: Learning Activity Typesmentioning

confidence: 99%

“…Archambault and Crippen's (2009) survey measured TPACK among a large group of K-12 online teachers. Schmidt et al (2009) (Lu, Johnson, Tolley, Gillard-Cook, & Lei, 2011;Koehler, Mishra, Bouck, DeSchryver, Kereluik, & Shin, 2011).…”

Section: Self-perception Surveysmentioning

confidence: 99%

Determining the Impact of an Integrated Triadic Model on TPACK Development in Preservice Teachers

Price

2014

Journal of Digital Learning in Teacher Education

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This study applied the researcher-constructed Integrated Triadic Model (ITM) to an elementary social studies teaching methods course and measured the extent that preservice teachers' technological pedagogical content knowledge (TPACK) changed throughout the semester. The study also gathered preservice teachers' beliefs about the effectiveness of ITMbased course activities for developing TPACK. Participants' self-assessment and reflective writings indicated an increase in preservice teachers' understanding of the relationships between technologies, instructional strategies, and social studies content. Although performance-based data did not support similar growth, contextual limitations of the study were not conducive for accurately measuring a change in participants' enacted TPACK.The application of the ITM created and enhanced course activities that contributed to the development of preservice teachers' TPACK. The ITM represents a new model that combines three TPACK development approaches to prepare teachers to effectively and appropriately teach with technology. The incorporation of learning activities types into the ITM augments existing models that feature learning by design and reflection. Teacher education programs can use the ITM to evaluate and re-design learning experiences in instructional technology courses, methods courses, and field placements to better prepare preservice teachers to integrate technology into teaching and learning activities. Future research should apply the ITM in both preservice and inservice preparatory experiences to engage teachers in a deeper, simultaneous consideration of technology, pedagogy, and content. Research should track teachers' development of TPACK over time using longitudal studies.

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Deep-play: developing TPACK for 21st century teachers

Cited by 151 publications

References 28 publications

Design of a teachers’ training workshop for improving technology integration skills

Design of a teachers’ training workshop for improving technology integration skills

La inclusión de las tecnologías en la formación inicial del profesorado: una intervención de aula a través modelo tpack / Implementation of technologies in initial training of teachers: an intervention in the classroom through the tpack model

Determining the Impact of an Integrated Triadic Model on TPACK Development in Preservice Teachers

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