Exploring the Instructional Strategies of Elementary School Teachers When Developing Technological, Pedagogical, and Content Knowledge via a Collaborative Professional Development Program

Abstract

The technological, pedagogical, and content knowledge (TPACK) framework has been regarded as potentially effective in helping teachers integrate technology into the classroom. This study explores the instructional strategies of teachers when developing TPACK. A teacher professional development (TPD) program, in which teaching activities and deep discussions were key processes, was conducted. Instructional observations and focus-group interviews were the primary evaluation methods. Six elementary school teachers participated in this program between September 2011 and January 2012. Analytical findings demonstrate that teachers initially had limited pedagogical knowledge (PK). For intentional use of technology during teaching, the teachers transformed technology operating skills into multiple teaching activities for content learning, and expanding their TPACK base. The teachers then applied PK basis and combined them with subject content and technology through the TPD program, and reorganized their application of TPACK. Moreover, teachers engaged in peer observation and group interviews during TPD, effectively built TPACK. This study provides teacher educators who are interested in examining teachers' TPACK with an effective TPD program for technology integration. We recommend that teacher educators continually enhance the technological knowledge of teachers and promote TPACK through collaborative TPD programs.

A Senior Teacher’s Implementation of Technology Integration

“…Unlike young teachers who may have abundant technology skills, the senior teacher developed a TPACK framework on the foundation of her current PCK, as evidenced by previous studies (Graham et al, 2012;Koh & Divaharan, 2011;Liu, 2013), indicating that experienced teachers typically focus on subject content and instructional strategies when integrating technology.…”

“…Regarding senior teachers, studies have demonstrated that the pedagogical knowledge of in-service teachers encourages their integration of ICT (Harris, Grandgenett, & Hofer, 2010;Liu, 2013). Moreover, other studies have proposed that in-service teachers were mainly concerned with subject content when they integrated technology into their instruction (Graham, Borup, & Smith, 2012;Koh & Divaharan, 2011;.…”

Patterns of Technological Pedagogical and Content Knowledge in Preservice-Teachers’ Literacy Lesson Planning

“…Studies of teachers' TPACK that focused on technology integration broadly across subject areas underscored that teachers generally needed to develop Technological Pedagogical Knowledge or Technological Content Knowledge (Boschman et al, 2015;Finger & Finger, 2013;Graham et al, 2012;Hofer & Grandgenett, 2012;Liu, 2013). However, studies of teachers TPACK in a particular content area underscored the need for teachers to specifically develop Technological Content Knowledge (Hughes & Scharber, 2008;Maeng et al, 2013;Ozgun-Koca et al, 2011).…”

Competencias TIC de los docentes de matemáticas en el marco del modelo TPACK: Valoración desde la perspectiva de los estudiantes

“…Por último, se demuestra la importancia del marco TPACK a partir de la valoración de las acciones formativas emprendidas para la instrucción del docente en TIC, que hacen algunos autores (Marks, 1990;Hu, Walker y Hsiao, 2013;Liu, 2013 Hu, 2014). Como ejemplo de estas valoraciones pueden citarse las palabras de Marks (1990), quien señala que:…”