Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology

Koehler, Matthew J.; Mishra, Punya; Yahya, Kurnia

doi:10.1016/j.compedu.2005.11.012

Cited by 675 publications

(504 citation statements)

References 16 publications

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“…Therefore, VVOB focused its support on the development and implementation of a comprehensive professional development program. The program focused on the interplay between technological, pedagogical and content knowledge (TPACK) (Koehler, Mishra, & Yahya 2007) of teacher educators. Even though the learning transfer was efficient, the impact of the training program as such was limited (Peeraer & Van Petegem 2012).…”

Section: Case 4: Vietnam -Institutional Capacity Development In Teachmentioning

confidence: 99%

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

et al. 2015

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Abstract:Teachers in the 21st century are facing new challenges as a result of the expanding possibilities of ICT integration in every aspect of the school milieu. Studies have shown the potential of teacher professional development (TPD) that is tailored to local conditions as well as global components and takes advantage of mutual support among teachers, as well as modeling of effective practices. The goal of the paper is to consider the issue of TPD with reference to the usage of ICT as a lever for educational change in a systemic manner, based on the application of local as well as international research. This paper will synthesize some key issues and challenges for TPD in the ICT-saturated 21st century, illustrated in four cases presented herein, which synthesize elements of practice and theory. Based on the literature and the four case studies, we suggest a conceptual model for identifying and evaluating TPD practices using ICT as a lever for educational change and innovation, accompanied by research aimed to develop TPD models. We include suggestions for more effectively linking research to practice and will lay out possible research directions, as a means of facilitating evidence-based decisions and policies.

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Section: Case 4: Vietnam -Institutional Capacity Development In Teachmentioning

confidence: 99%

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

et al. 2015

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“…A growing number of studies in which teams of teachers acts as designers shows that those teachers actually yield progression in technology integration in their classroom (e.g. Koehler, Mishra, & Yahya, 2007). In such design teams, teachers create learning material, collaboratively solve problems and reason toward solutions.…”

Section: Introductionmentioning

confidence: 99%

Understanding decision making in teachers’ curriculum design approaches

Boschman

McKenney

Voogt

2014

Education Tech Research Dev

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The goal of this study was to reach a better understanding of the intuitive decisions teachers make when designing a technology-rich learning environment. A multiple case-study design was employed to examine what kinds of factors (external priorities, existing orientations or practical concerns) influence design interactions of teams of kindergarten teachers. This study combines semi-structured interview data on teachers' existing orientations with analysis of teachers' design discussions during the design of learning material for a technology-rich learning environment. Three teams of teachers voluntarily participated. Findings on the existing orientations suggest that knowledge and beliefs about teaching and learning related to knowledge and beliefs on technology and early literacy. The analysis of teachers' discussions revealed that the process could be characterized to a large extent as brainstorms; and that problems are not addressed in depth. Rather they are resolved through brainstorming, and most argumentation falls in the realm of practical concerns: how to organize learning activities and how to respond to contingencies. The findings of this study suggest that teachers' explicated design reasoning is mostly influenced by practical concerns, yet their own knowledge and beliefs play an important role at the start of the design process. However, these existing orientations as well as the practical concerns that emerge during the conversation tend to be narrow in scope. Theoretical and practical implications are discussed in light of how this study provides understanding of how to support these teachers.

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“…Mishra, Koehler, and Yahya (2007) identified similar shifts when conducting a discourse analysis of design-related discussions between a faculty member and a group of students. They noted that early discussions focused solely on technology before "technology ceased to be treated in isolation and was discussed mainly in relationship to pedagogy" (Mishra, Koehler, & Yahya, 2007, p. 751).…”

Section: Thinking About Tpackmentioning

confidence: 85%

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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Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology

Cited by 675 publications

References 16 publications

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice

Understanding decision making in teachers’ curriculum design approaches

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

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