Developing Preservice Teachers’ Sensitivity to the Interplay Between Subject Matter, Pedagogy, and ICTs

Abstract

Mishra and his colleagues' notion of technological pedagogical content knowledge (TPCK, renamed as TPACK in Thompson & Mishra, 2007-2008 theorizes that the required knowledge for teachers to teach with information and communication technology (ICT) involves comprehensive understanding of the transactional interplay between the subject matter being taught, the pedagogy being used, and the ICT tools being adopted in teaching practice. Aligning with the conceptualization of TPACK, developing preservice teachers' sensitivity to the interplay between subject matter, pedagogy, and ICT is a key objective for teacher preparation programs. Based on the theoretical framework of cognitive apprenticeship, we propose a 4-phase cyclic MAGDAIRE model (abbreviated from modeled analysis, guided development, articulated implementation, and refl ected evaluation) to develop preservice teachers' sensitivity to the interplay between subject matter, pedagogy, and ICT. MAGDAIRE is subsequently employed to enhance the science teacher education courses of National Taiwan Normal University. The TPACK conceptual framework is adapted as an analytic tool to examine the growth in preservice science teachers' knowledge about technology integration in teaching. The results of the studies and courses indicate that, within MAGDAIRE, these preservice science teachers' reasoning on the use of ICT transited toward a more connected model in which ICT is jointly considered with subject matter and/or pedagogy. Moreover, these preservice teachers' development of TPACK stimulated them to modify their practice. In this chapter, the details of MAGDAIRE and a synthesis of the studies into MAGDAIRE are reported. 2008 ). In Taiwan, the MOE heavily invested resources into reducing the student-to-computer ratio with Internet access for elementary and junior high school schools; generally, the availability of ICT should no longer be a problem for teachers. According to the MOE's white paper on Information Technology Education for Elementary and Junior High Schools 2008-2011 (MOE, 2008, it is expected that more than 90 % of elementary and junior high school teachers will enrich their teaching practice with ICT. At the same time, we, as teacher educators, must refl ect seriously on whether the current teacher preparation courses are able to meet this demand. Table 6.1 provides the common structure of teacher preparation programs approved by the MOE. Clearly, the main purpose of these courses is to nourish preservice teachers' sense of what teaching is as well as how to teach. Within this program structure, the Instructional Media course is the one most related to ICT. This course focuses on basic operations of word processing, spreadsheet, and some presentation tools to patch up preservice teachers' ICT skills in a stand-alone format. Without a doubt, being able to personally use ICT is a fundamental factor contributing to teachers' use of ICT in teaching (Govender & Govender, 2009 ; Mahdizadeh, (Angeli, 2005 ; ISTE, 2008 ;Jang & Chen, 2010 ;Mishra & Koehler, 2...

Integrating TPACK in Extensive Listening: Teachers’ Experiences

“…Meanwhile, (Hunter, 2015) defines TPACK as an emergent form of knowledge that goes beyond all three components (content, pedagogy, and technology). This theory is strengthened by (Y.-T. Chien & Chang, 2015;Thohir et al, 2022) who stated that TPACK is knowledge about the way to transform technology into a pedagogical strategy and place it as a selected content chosen in a subject matter to improve students' understanding. In line, (Tai, 2015) states TPACK is knowledge of using various technologies to teach and/represent and/ facilitate knowledge creation of specific subject content.…”