TPACK Leadership Diagnostic Tool: Adoption and Implementation by Teacher Education Leaders

Clausen, Jon; Finsness, Elizabeth; Borthwick, Arlene C.; Graziano, Kevin J.; Carpenter, Jeffrey P.; Herring, Mary

doi:10.1080/21532974.2018.1537818

Cited by 19 publications

(13 citation statements)

References 25 publications

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“…The Technological Pedagogical Content Knowledge (TPACK) framework offers a comprehensive way to frame efforts aimed at developing the knowledge and skills related to technology integration (Mishra & Koehler 2006). It has become widely used around the world and has led to the development of instruments and methodologies used to research and examine topics such as the TPACK individuals report on surveys (Byker et al 2018;Clausen et al 2019;Schmidt et al 2009) or demonstrate on lesson plans or episodes of teaching (Cox and Graham 2009;Polly 2019;Urbina and Polly 2017;Polly 2011). TPACK provides a neutral unbiased way of examining teachers' knowledge and skills related to teaching with technology without privileging specific learning theories or instructional practices (Mishra & Koehler 2006).…”

Section: Supporting Teachers' Capacity To Teach With Technologymentioning

confidence: 99%

Future Directions for K-12 Technology-Enhanced Learning Environments

2021

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When we submitted our proposal to edit a Special Issue of Tech Trends on technology-enhanced learning environments in classrooms from Kindergarten through Grades 12 (K-12) two years ago we, like everyone else, had no idea what the past 15 months would have looked like due to the COVID-19 pandemic. Educators have responded heroicallyquickly entering emergency teaching modedesigning asynchronous, synchronous, and bichronous learning experiences (Martin et al. 2020) for their students. Numerous digital technologies have supported their work in multiple ways. By drastically changing the way the majority of instruction is delivered, teachers, curriculum developers, and educational leaders have been creative, innovative, and flexible. It is likely that our own personal experiences over the past two years have provided examples of the affordances that technology can have on supporting teaching and learning. And as a result, one may read the following contributions with a new perspective. It is important to note that due to the initial timeline of submissions this special issue is not focused on how technology enhanced teaching and learning during COVID-19.Technology can support teaching and learning. However, it must be carefully examined to understand the extent to how it should be used with learners in K-12 contexts and learning environments (International Society for Technology in Education [ISTE], 2016;Ross 2020). We open the special issue with specific thoughts that we hope will be helpful to readers.

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Section: Supporting Teachers' Capacity To Teach With Technologymentioning

confidence: 99%

Future Directions for K-12 Technology-Enhanced Learning Environments

2021

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“…Die Umgestaltung von Curricula kann zudem die Schaffung neuer Stellen bedeuten. In der Befragung von Hochschulleitungen durch Clausen et al (2019) wurden an einer Hochschule neue Stellen geschaffen, die unterschiedliche Schwerpunktsetzungen hatten (z. B. Online-Plattformen, technische Ausstattung, Koordination).…”

Section: Bereitstellung Personeller Und Finanzieller Ressourcenunclassified

“…B. Online-Plattformen, technische Ausstattung, Koordination). Darüber hinaus kann die Hochschulleitung Weiterqualifikationen unterstützen, Visionen entwickeln und mit Ressourcen umgehen (Clausen et al, 2019).…”

Section: Bereitstellung Personeller Und Finanzieller Ressourcenunclassified

“…Nur wenige der Studien hatten explizit die Gestaltung von Prozessen in der Hochschulentwicklung zum Thema. Beispielsweise wurden lediglich in jeweils einer Studie Hochschulleitungen befragt (Clausen et al, 2019) oder der Pro- zess der Umgestaltung des Curriculums thematisiert (Trainin et al, 2018). Aus den aufgenommenen Studien konnten fünf Maßnahmen für die curriculare Verankerung von Medienkompetenzen abgeleitet werden: (1) Bereitstellung personeller und finanzieller Ressourcen, (2) kontinuierliche Förderung mediendidaktischer Kompetenzen, (3) Verzahnung von Theorie und Praxis, (4) Berücksichtigung der Heterogenität und (5) Gezielte Umgestaltung der Curricula.…”

Section: Zusammenfassungunclassified

“…Unterstützend bei diesem Prozess können Instrumente wie z. B. das TPACK Diagnostic Tool for Teacher Education Leaders (Clausen et al, 2019;Graziano, Herring, Carpenter, Smaldino & Finsness, 2017) eingesetzt werden oder Erfahrungen aus anderen Instiutionen genutzt werden (z. B.…”

Section: Implikationen Für Forschung Und Hochschulentwicklungunclassified

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Bildung im digitalen Wandel

Kammerl¹

2019

DDS

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Für die Umsetzung von Konzepten zur digitalen Bildung spielt der Prozess der Organisa tions entwicklung eine entscheidende Rolle. Der folgende Beitrag führt unter Berücksichtigung aktueller Entwicklungen im Zuge der Covid-19-Pandemie in das Thema Digitalisierung und Organisationsentwicklung von Bildungsinstitutionen ein und stellt einige der bildungspolitischen Konzepte und Strategien in diesem Umfeld vor. Anschließend werden die Methodik und der Arbeitsprozess der Reviewerstellung erläutert, die diesem Band zu Grunde liegen. Um eine umfassende Menge an aktuellen Studien zu identifizieren, wurde eine systematische Literaturrecherche mit deutschen und englischen Suchwörtern für den Suchzeitraum 2010, bzw. 2016 bis 2020 durchgeführt. Für die verschiedenen Bildungssektoren wurden jeweils eigene Datenbanksuchen und erweiterte Suchstrategien angewandt. Abschließend wird in diesem Kapitel diskutiert, welche Formen von Bias in Reviewverfahren auftreten können. Dabei lässt sich aufzeigen, dass Bias zwar nie ganz ausgeschlossen werden kann, aber auch kürzer angelegte Reviewverfahren von bestimmten Arbeitsschritten im Reviewprozess wie Transparenz, Dokumentation und Data-Sharing profitieren können.

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Leader support and the integration of innovative teaching–learning technologies: the mediating role of technological level of knowledge

et al. 2023

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While there have been recent trends in investigating the role of leader support on technological integration, such research in educational settings is rare. Moreover, the attention paid towards investigating leadership support for the integration of technological changes in education has not led to the explicit specification of what support teachers would entail from their mid-level academic leaders regarding the current challenge of ITLTs-low uptake in developing countries. Therefore, the present study investigates the influence of leader support and integration of ITLTs among academicians of the selected Tanzanian universities, mediating the effect of the Technological Knowledge Level (TKL). A questionnaire was used as the main collection tool to collect data from 192 academic staff. The study used Structural Equation Modeling (SEM) to analyse the extent to which leader support influences the integration of ITLTs, mediated by the TKL when controlled for demographic factors such as age, gender, and ITLTs prior knowledge. The yielded results reveal that the integration of ITLTs among academics is positively influenced by leader support; the higher the support the academics receive from their leaders, the better the integration of ITLTs. Furthermore, the perceived leader support is also predictive of academicians’ technological knowledge level; however, no significant effect of technological knowledge level was found when mediating the two variables, indicating that leaders support strongly influenced the integration of ITLTs. This study, therefore, proves the inclusive findings and extends the research on the potential of mid-level academic leadership to bring about educational change in higher learning and thus, enhance the integration of ITLTs.

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TPACK Leadership Diagnostic Tool: Adoption and Implementation by Teacher Education Leaders

Cited by 19 publications

References 25 publications

Future Directions for K-12 Technology-Enhanced Learning Environments

Future Directions for K-12 Technology-Enhanced Learning Environments

Bildung im digitalen Wandel

Leader support and the integration of innovative teaching–learning technologies: the mediating role of technological level of knowledge

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