Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities

Boschman, Ferry; McKenney, Susan; Voogt, Joke

doi:10.1016/j.compedu.2014.11.010

Cited by 80 publications

(71 citation statements)

References 41 publications

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“…Mishra and Koehler propose that knowledge of Technology, Pedagogy and Content, and the intersections between these dimensions, underpins what teachers need to know about technology‐enhanced learning design. This has led to some researchers using the TPACK Model to analyse technology‐enhanced learning design conversations (Boschman, McKenney, & Voogt, ; Koehler, Mishra, & Yahya, ; Koh & Chai, ). Interestingly, the studies by Boschman et al () and Koh and Chai () both found that experienced teachers frequently discussed matters relating to Pedagogical Content Knowledge (PCK) and Technology Pedagogy Content Knowledge (TPCK) during their collaborative technology‐enhanced learning design conversations.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This has led to some researchers using the TPACK Model to analyse technology‐enhanced learning design conversations (Boschman, McKenney, & Voogt, ; Koehler, Mishra, & Yahya, ; Koh & Chai, ). Interestingly, the studies by Boschman et al () and Koh and Chai () both found that experienced teachers frequently discussed matters relating to Pedagogical Content Knowledge (PCK) and Technology Pedagogy Content Knowledge (TPCK) during their collaborative technology‐enhanced learning design conversations. However, there are concerns over exclusively using the TPACK model as a means of analysing technology‐enhanced learning design, including whether the different components of the model can be clearly distinguished, whether the components should be distinguished and whether the model captures all aspects of design performance (Bower, ; Brantley‐Dias & Ertmer, ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Novice teacher technology‐enhanced learning design practices: The case of the silent pedagogy

Nguyen¹,

Bower²

2018

Brit J Educational Tech

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There is increasing social and political pressure to prepare teachers of the future with strong technology‐enhanced learning design capabilities, yet little is known about how teachers in training actually go about technology‐enhanced learning design processes. This study involved an in‐depth analysis of three groups of three pre‐service teachers as they completed a five‐week collaborative technology‐enhanced learning design project. Recordings of all in‐class group discussions and out‐of‐class use of social media were analysed in order to understand the focus of the novice teachers' technology‐enhanced learning design processes. Post‐project interviews were also conducted to determine the reasons for the novice teachers' design approaches, and to better understand what constrained and supported their design efforts. A key finding of the study was that, despite the intentions of the pre‐service teacher education program, participants rarely mentioned or thought about pedagogy during their collaborative design activities. In addition, tutor support, technological capabilities and group collaboration were identified as strongly influencing the technology‐enhanced learning design process. The implications of the study are discussed in terms of furthering the capabilities of novice teachers as designers of TEL interventions.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Novice teacher technology‐enhanced learning design practices: The case of the silent pedagogy

Nguyen¹,

Bower²

2018

Brit J Educational Tech

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“…Though teachers know and understand about pedagogy knowledge, content knowledge, and technology knowledge, there is still not well-understanding to integrate them in collaborative curriculum design (Boschman, McKenney, & Voogt, 2014).…”

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confidence: 99%

Investigating English Language Teachers in Developing Tpack and Multimodal Literacy

Drajati

Tan

Haryati

et al. 2018

Indonesian J. Appl. Linguist

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Technology in every field is snowballing. Likewise, the use of technology in education requires knowledge and understanding of English teachers. The fact that most of the technology for enhanced language learning workshop did not continue into the classrooms. Another case is that teachers do not want to use technology at all in their classrooms because of lacking time and facilities. TPACK namely Technological Pedagogical Content Knowledge provides insight for pre-service teachers and in-service teachers of English to optimize three things for education; those are the aspect of technology, pedagogy, and content knowledge. With the use of this learning model, excellent technology, pedagogy, and knowledge will support and produce a comprehensive learning process. The purpose of this study was to examine the perception and implementation of pre-service teachers and in-service teachers about the literacy of the three above aspects. By using quantitative research, we get the data from questionnaires of 100 pre-service teachers and in-service teachers. The findings describe the demographic teacher with technology, pedagogy and content knowledge literacy (TPACK). The three points of the TPACK literacy are Pedagogical Content Knowledge for Multimodal Literacy, Technological Pedagogical Knowledge (21 st C Learning), and Knowledge about digital media tools. The implications of this research give direction and the alternatives to the implementation of the TPACK model for English classroom. In future, it provides the advantages to developing the quality of English teachers' professional development.

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“…Many studies have adopted Koehler and Mishra's (2008) Boschman, McKenney, and Voogt (2015), Figg, Jaipal Jamani, andCiampa (2014), andWalker Beeson, Journell, andAyers (2014), among others, considered deployed knowledge in their examinations of technology use in diverse settings. We chose the TPACK model because it allows specific targeting of teachers and their actions.…”

Section: Tpackmentioning

confidence: 99%

TPACK in Elementary and High School Teachers’ Self-reported Classroom Practices with the Interactive Whiteboard (IWB) | Connaissances abordées dans les pratiques déclarées d’enseignants du primaire et du secondaire qui exploitent le tableau numérique interactif (TNI) en classe

Lefebvre¹,

Samson²,

Gareau³

et al. 2017

CJLT / RCAT

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The interactive whiteboard (IWB) is increasingly used for teaching and learning in the classroom. Nevertheless, the ways that teachers incorporate this tool within their teaching practices remain poorly understood. This paper examines elementary and high school teachers' self-reported practices with the IWB. The conceptual framework centers on teachers' selfreported practices as well as the Technological Pedagogical Content Knowledge (TPACK) model, a framework for successful integration of technology into teaching. Data were collected from discussion groups with 30 teachers. Overall, the results show a predominance of technological pedagogical knowledge (TPK) and technological knowledge (TK) regardless of grade level, gender, or years of teaching experience.

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Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities

Cited by 80 publications

References 41 publications

Novice teacher technology‐enhanced learning design practices: The case of the silent pedagogy

Novice teacher technology‐enhanced learning design practices: The case of the silent pedagogy

Investigating English Language Teachers in Developing Tpack and Multimodal Literacy

TPACK in Elementary and High School Teachers’ Self-reported Classroom Practices with the Interactive Whiteboard (IWB) | Connaissances abordées dans les pratiques déclarées d’enseignants du primaire et du secondaire qui exploitent le tableau numérique interactif (TNI) en classe

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