Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types

Harris, Judi; Mishra, Punya; Koehler, Matthew J.

doi:10.1080/15391523.2009.10782536

Cited by 816 publications

(559 citation statements)

References 10 publications

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“…Harris, Mishra, and Koehler (2009) also encourage the creation of new models, especially ones that incorporate content-based learning activity types. Abbitt (2011) recommended the creation and evaluation of new models that support the developing of TPACK in teacher education programs.…”

Section: The Influence Of the Itm On Preservice Teachers Development mentioning

confidence: 99%

“…Niess (2008) asserts that reflection is necessary for TPACK development, that a "reflective expectation with each experience is essential" (p. 249) to developing an integrated understanding of technology, pedagogy, and content. Harris, Mishra, and Koehler (2009) expressed the need to "invent, rise, expand, update, test, and otherwise explore the ways in which we understand and help teachers to develop TPACK" (p. 413). The construction and evaluation of the ITM in this study contributes to this call from researchers.…”

Section: The Influence Of the Itm On Preservice Teachers Development mentioning

confidence: 99%

“…Mishra and Koehler (2006) where preservice teachers matched learning activity types with strategies they believe the methods instructor utilized during the model lesson. While the taxonomy of learning activity types included possible technologies, the matching of strategies with learning activity types created an awareness of strategies that contributed to participants' growth in pedagogical knowledge (Harris, Mishra, & Koehler, 2009). …”

Section: Content Knowledge (Ck)mentioning

confidence: 99%

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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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Section: The Influence Of the Itm On Preservice Teachers Development mentioning

confidence: 99%

Section: The Influence Of the Itm On Preservice Teachers Development mentioning

confidence: 99%

Section: Content Knowledge (Ck)mentioning

confidence: 99%

See 1 more Smart Citation

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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“…It also entails having knowledge about students' prior knowledge and epistemological beliefs and their technological expertise or shortcomings. Moreover, TPCK also involves the knowledge about students' existing beliefs and how to use technology for students to develop new knowledge structures and how to reinforce their prior knowledge (Koehler and Mishra, 2008;Harris, Mishra and Koehler, 2009;Şimşek, Demir, Bağçeci and Kinay, 2013). Revelation of the epistemological beliefs of pre-service teachers having TPCK is necessary for the healthy progression of the process.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between the Pre-service Classroom Teachers’ Techno Pedagogical Instructional Competencies and Epistemological Beliefs

Yorulmaz¹,

Can²,

Çokçalışkan³

2017

JETS

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The purpose of the current study is to determine the relationship between the pre-service classroom teachers' epistemological beliefs and techno pedagogical subject-area competencies. While the universe of the study is comprised of a total of 187 senior pre-service teachers attending the Department of Classroom Teacher Education in Mugla Sıtkı Kocman University in 2014-2015 academic year, the sampling consists of 141 pre-service teachers selected through the random sampling method from among the universe. The reason for selecting the senior students for the universe of the study was that they had already taken the subject-area, pedagogical and general culture courses. In the collection of the research data, The Techno Pedagogical Competency Scale and Epistemological Belief Scale and a personal information form were used. The data were analyzed by using IBM SPSS 21.0 program package. During the analysis process, first it was tested whether the data display a normal distribution and after it was determined that the data show a normal distribution, from among the descriptive statistics, t-test and one-way ANOVA were used to reveal the differences and Pearson-product Moment Correlation Coefficient analysis was used to elicit the correlations. The analyses revealed that the pre-service classroom teachers' level of techno pedagogical competencies is high and their level of epistemological beliefs is medium. Gender and academic grade point average were found to be not leading to significant differences in their techno pedagogical subject-area competencies. Moreover, a negative and significant correlation was found between the pre-service classroom teachers' techno pedagogical subject-area competencies and epistemological beliefs.

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“…Teachers could also strengthen their use of ICT tools by analysing the different science activity types recommended by Blanchard, Harris, and Hofer (2011). This comprises ready pieces of technological pedagogical content knowledge (TPACK) (Harris, Mishra, & Koehler, 2009) that are developed to guide the integration of ICT into science.…”

Section: Improving the Integrated Science Programmementioning

confidence: 99%

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

Thang¹,

Koh²

2017

Learning: Research and Practice

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A secondary school in Singapore incorporated twenty-first century learning into their science curriculum through an inquiry-based Integrated Science module. This study examines Secondary 2 students' perceptions of twenty-first century learning through this module. Through pre-and post-study surveys of 227 students and focus group interviews with nine students, it was found that the Integrated Science module deepened students' confidence with self-directed learning and authentic problem-solving whereas students' confidence with critical thinking positively predicted students' end-of-year results. Through this module, students acquired skills related to time management, information analysis, the use of information communications technologies and presentation that they transferred to the learning of their other academic subjects. The implications for designing twenty-first century learning experiences in schools are discussed. ARTICLE HISTORY

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Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types

Cited by 816 publications

References 10 publications

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

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

The Relationship between the Pre-service Classroom Teachers’ Techno Pedagogical Instructional Competencies and Epistemological Beliefs

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

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