TPACK – time to reboot?

Saubern, Ralph; Henderson, Michael; Heinrich, Eva; Redmond, Petrea

doi:10.14742/ajet.6378

Cited by 41 publications

(26 citation statements)

References 15 publications

(28 reference statements)

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“…Their so-called TPACK framework (see Fig. 1 ) has gained broad attention among researchers ( Harris, Phillips, Koehler, & Rosenberg, 2017 ; Hew, Lan, Tang, Jia, & Lo, 2019 ; Petko, 2020 ; Saubern, Henderson, Heinrich, & Redmond, 2020 ; Voogt, Fisser, Pareja Roblin, Tondeur, & van Braak, 2013 ); most of the contributions to this special issue use it as a theoretical background. The core that emerges from interaction between CK, PK, and TK ( Koehler et al, 2013 ) is TPACK (see Fig.…”

Section: Technology-related Ksamentioning

confidence: 99%

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Seufert

Guggemos

Sailer

2021

Computers in Human Behavior

146

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This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”. It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these three areas. Moreover, we show how the afterword to the special issue widens the perspective on technology integration by taking into account systems and cultures of practice. Due to their quantitative empirical nature, the eight articles investigate technology at the current state of the art. However, the potential of artificial intelligence has not yet been fully exploited in education. We provide an outlook on potential developments and their implications on teachers’ technology-related KSA. To this end, we introduce the concept of augmentation strategies.

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Section: Technology-related Ksamentioning

confidence: 99%

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Seufert

Guggemos

Sailer

2021

Computers in Human Behavior

146

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“…Technology is constantly changing and access to any specific technology is not consistent, as indicated by the teachers in the current study. Saubern and colleagues [36] made clear that it was not simply knowledge of technology that made effective teaching but rather that it was a unique way of thinking knowledge of technology was integrated with content and pedagogical knowledge. The interaction of these types of knowledge, produced 'flexible knowledge' that was essential to successful teaching with technology [35].…”

Section: Discussionmentioning

confidence: 99%

Science Teaching Excites Medical Interest: A Qualitative Inquiry of Science Education during the 2020 COVID-19 Pandemic

et al. 2021

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The national or local lockdowns in response to COVID-19 forced education systems to rapidly shift from in-person to distance learning. The hasty transition undoubtedly imposed tremendous challenges on teachers, students and distance learning infrastructure. The purpose of this study was to investigate how high school science teachers who had previously been trained in flipped-learning and advanced educational technology through the Science Teaching Excites Medical Interest (STEMI) program perceived their transition to distance learning during this pandemic. In this study eleven teachers were interviewed with a semi-structured interview guide. Data were analyzed using the deductive-inductive content analytic approach. Our results indicated that teachers reported having more confidence in using technology for teaching online due in part to their participation in the STEMI program. They also reported internet access as one of the most significant barriers, both for students and teachers. While some teachers thought that students may feel more in control of learning due to absence of time and place limits with distance learning, others may struggle to stay engaged without the classroom support they would normally have received. Teachers generally experienced increased workloads and harder work–life balance with online teaching. In spite of the unforeseen challenges, the pandemic situation afforded teachers with opportunities to adopt different technology in teaching and foresee the need for technology integration in order to better prepare for the unexpected in the future.

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“…In their recent review of TPACK literature, Saubern et al (2020) advocated for a shift in focus from the structure of the TPACK diagram to the development and measurement of this knowledge in teacher education. We hypothesize that our use of TPACK in the design and implementation of the dINB is a model for developing teachers' knowledge of effective use of technology.…”

Section: Discussionmentioning

confidence: 99%

Enriching TPACK in mathematics education: using digital interactive notebooks in synchronous online learning environments

Galanti

Baker

Morrow-Leong

et al. 2020

ITSE

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Purpose In spring 2020, educators throughout the world abruptly shifted to emergency remote teaching in response to an emerging pandemic. The instructors of a graduate-level synchronous online geometry and measurement course for practicing school teachers redesigned their summative assessments. Their goals were to reduce outside-of-class work and to model the integration of content, pedagogy and technology. This paper aims to describe the development of a digital interactive notebook (dINB) assignment using online presentation software, dynamic geometry tools and mathematical learning trajectories. Broader implications for dINBs as assessments in effective distance learning are presented. Design/methodology/approach The qualitative analysis in this study consists of a sequence of first-cycle coding of mid-semester surveys and second-cycle thematic categorizations of mid-semester surveys and end-of-course reflections. Descriptive categorization counts along with select quotations from open-ended participant responses provided a window on evolving participant experiences with the dINB across the course. Findings Modifications to the dINB design based on teacher mid-semester feedback created a flexible assessment tool aligned with the technological pedagogical content knowledge (TPACK) framework. The teachers also constructed their own visions for adapting the dINB for student-centered instructional technology integration in their own virtual classrooms. Originality/value The development of the dINB enriched the TPACK understandings of the instructors in this study. It also positioned teachers to facilitate innovative synchronous and blended learning in their own school communities. Further analysis of dINB artifacts in future studies will test the hypothesis that practicing teachers’ experiences as learners increased their TPACK knowledge.

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TPACK – time to reboot?

Cited by 41 publications

References 15 publications

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

Science Teaching Excites Medical Interest: A Qualitative Inquiry of Science Education during the 2020 COVID-19 Pandemic

Enriching TPACK in mathematics education: using digital interactive notebooks in synchronous online learning environments

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