Online training of TPACK skills of higher education scholars: a cross-institutional impact study

Abstract

Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development by teacher educators to support these teachers' skills is not straightforward. An online teacher training program created and implemented by a team of 14 teacher educators in a cross-institutional program in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate.The results indicate that the teachers' TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalization program. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research.

Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution

“…workshop on how to use the VLE). But while these trainings provide staff with the skills for using various software, training on how to align the use of technology with content is essential to allow teachers to appropriate technology in their learning design (Foulger, Graziano, and Schmidt-Crawford 2017;Rienties et al 2013). In a systematic review of strategies for teacher training on technology, one of the recommendations was to use an integrated approach to training -one that models how technology can be used in teaching activities (Kay 2006).…”

Lasteaiaõpetajate ja koolieelse lasteasutuse õpetajaks õppivate üliõpilaste hinnangud oma aine-, pedagoogika- ja tehnoloogiateadmistele ning nende teadmiste integreerimisele

“…Kuna see aga raskendas TPACKi raamistiku kasutamist uurimiseesmärkidel, tekitades mõõtevahendi valiidsusprobleeme (Graham, 2011), ning kuna enamik uurijaid on kasutanud TPACKi raamistikus sõna tehnoloogia just digitehnoloogia tähenduses (Graham et al, 2012), siis käsitatakse ka siinses uurimuses tehnoloogiana digitehnoloogiat. TPACKi raamistikku on kasutatud mitmetes uurimustes üle maailma, näi-teks Hiinas (nt Dong, Chai, Sang, Koh, & Tsai, 2015), Singapuris (nt Koh & Chai, 2014), Ghanas (nt Agyei & Keengwe, 2012), Türgis (nt Özdemir, 2016), USAs (nt Lee & Tsai, 2010), Hollandis (nt Rienties et al, 2013), Austraalias (nt Bate & Maor, 2010). See raamistik on võetud aluseks õpetajate täiendus-koolituskursuste (nt Koh & Chai, 2014;Rienties et al, 2013) ja õpetajakooli-tuse ainete (nt Chai, Koh, Tsai, & Tan, 2011;Koh & Chai, 2014) arendamisel.…”

“…TPACKi raamistikku on kasutatud mitmetes uurimustes üle maailma, näi-teks Hiinas (nt Dong, Chai, Sang, Koh, & Tsai, 2015), Singapuris (nt Koh & Chai, 2014), Ghanas (nt Agyei & Keengwe, 2012), Türgis (nt Özdemir, 2016), USAs (nt Lee & Tsai, 2010), Hollandis (nt Rienties et al, 2013), Austraalias (nt Bate & Maor, 2010). See raamistik on võetud aluseks õpetajate täiendus-koolituskursuste (nt Koh & Chai, 2014;Rienties et al, 2013) ja õpetajakooli-tuse ainete (nt Chai, Koh, Tsai, & Tan, 2011;Koh & Chai, 2014) arendamisel. Cheng (2016) väidab, et TPACKi raamistiku tundmine aitab lasteaiaõpetajatel paremini ja efektiivsemalt integreerida digitehnoloogiat nii õppemeetoditesse kui ka ainevaldkondade õpetamisse.…”

“…Because in Estonia digital competences of teachers and students are highlighted (Eesti …, 2014) and TPACK is widely accepted and applied to investigating teachers' knowledge in several studies (e.g. Bate & Maor, 2010;Dong et al, 2015;Rienties et al, 2013;Özdemir, 2016), we use TPACK framework. The framework was developed by Mishra and Koehler (2006), who elaborated Shulman's (1987) model adding technology to content and pedagogy, claiming that in teachers' education the primary focus should be on studying how the technology is used for teaching content in a pedagogical way.…”

Utilizing the Active and Collaborative Learning Model in the Introductory Physics Course

“…The definition of these terms can be found in the works of Koehler and Mishra (2005;2006;. Many researches pointed out the success of technology implementation in teaching (Brouwer et al, 2009;De Laat, et al 2007;Garrison & Vaughan, 2008;Giesbers et al, 2013;Rienties & Townsend, 2012;Rienties et al, 2013). Figure 1 below shows diagramatic depiction of TPACK framework.…”