The uptake of technology in education: Technological Pedagogical Content Knowledge as a way forward?...

The uptake of technology in education: Technological Pedagogical Content Knowledge as a way forward?

Joke VoogtKing’s College London

9 September 2013

In this presentation

Teachers’uptake of technology What is Technological Pedagogical Content Knowledge

(TPACK)? TPACK as a conceptual model

As a framework for identifying the knowledge base for teaching with technology

As a guide during the design of technology-enhanced lessons and programmes

TPACK as assessment model?

Discussion

The professional identity of teachers

Teaching takes place in a complex and dynamic environment

Teachers are able to integrate very different knowledge domains:

Subject matter

Pedagogy

They need to know how students can learn a difficult concept or procedure

And

Knowledge about how ICT can foster teaching and learning

The uptake of technology

Despite experiences in the last decades:

Teachers have unsufficient knowledge and experience with the use of ICT for teaching

Many teachers got their degree when ICT was not as ubiquitous as it is now

Many teachers find themselves unprepared for using ICT in teaching

Many teachers do not see the added value of ICT for teaching and learning

What is TPACK?

Koehler & Mishra (2006):

TPCK emphasizes the interactions

between content, pedagogy and

technology.

A conceptual framework describing

the knowledge base for teachers to

effectively teach with technology

Do we need to extend Shulman’s

notion of PCT to TPACK.

The core of good teaching; building on teachers’ professional identity

““At the heart of good teaching with technologyAt the heart of good teaching with technologyare three core components:are three core components:

content, pedagogy, and technology, content, pedagogy, and technology, plus the relationships plus the relationships

among and between them.”among and between them.”(Koehler & Mishra, 2006)

Technological Content Knowledge:How subject matter content is changing because of ICT

Technological Pedagogical Knowledge: How pedagogy is changing because of ICT

Technological Knowledge• Being able to operate specific ICT applications• being able to learn how to use specific ICT applications and its affordances•A functional understanding of ICT

TPACK

Technological Pedagogical Content Knowledge: The knowledge and skills yeachers’need to be able to integrate subject matter content, pedagogy and ICT

Important:

To be able to play with the model

Ignoring the complexity can lead to too easy solutions or failures.

Context counts

Why studying TPACK?

We became fascinated by

the attractiveness of the model

the acceptance of the model by teachers

but also by the complexity of the model (and what’s behind it)

We worked on

Survey for pre-service teachers

Professional development for

pre- and in-service teachers

(with our PhD students)

Literature review (JCAL, 2012)

Discussions/debates/presentations

TPACK as a conceptual framework

As a guide during lesson

As a guide for programme development

Two examples

Example 1

A serious game for vocabulary learning

Example 2

TPACK as a conceptual model for the development of a programme of study

Example 1: A serious game for vocabulary learning

Pedagogical underpinning

Verhallen & Verhallen

Prepare

Give meaning

Consolidate

Check

Repeat

By the teacher in a lesson: Lesson plansFeedback on learners’ results

With the game on the computer: Minigames –endless practice, direct feedback, incentives/ gameplay, Identification with ‘ídols’


Voorbewerken

Semantiseren

Consolideren

Controleren

Herhaling

door de docent in de klas

Minigames (eindeloos oefenen – ook thuis), directe feedback, beloning/ gameplay, identificatie met ‘ídolen’

Kenmerken taalgame


Voorbewerken

Semantiseren

Consolideren

Controleren

Herhaling

door de docent in de klas

Minigames (eindeloos oefenen – ook thuis), directe feedback, beloning/ gameplay, identificatie met ‘ídolen’



Prepare

Give meaning

Consolidate

Check

Repeat

By the teacher in a lesson: Lesson plansFeedback on leaners’ results




Voorbewerken

Semantiseren

Consolidate

Check

Repeat

By the teacher in a lesson: Lesson plansFeedback of leaners’results


Research on the effects

Students and teachers are are positive about the game

Teachers find it attractive because :

It fits their teaching vision

It easily fits in their lesson practice

It can be a substitute for the tekst book

Effect study (3 conditions):

In comparison with the game on its own and a paper-based version + classroom lesson we found the highest effect on learning results for the game, when used with a classroom lesson (immediate + retention test)

Content knowledge• How children’s vocabulary develop

Pedagogical knowledge• What do my kids already know?•How do I organise the lesson•How do I know that my children learned

Technological KnowledgeTo learn the gameTo understand the affordances of the game: feedback and gameplay

Pedagogical Content Knowledge: Knowledge of the pedagogical underpinnings

Technological Content Knowledge:

-

Technological Pedagogical Knowledge: How do I use the game in relation to my voacabulary teaching

TPACK: the integration of all these considerations

Example 2: How to position ICT in a teacher education programme

ICT integration in teacher education? Conditions for success

ICT integration in teacher education? Conditions for success?

TPACK as an assessment model?

Because of the attractiveness of the model in conversations with teachers we also

wanted to know whether a deacher coulde develop TPACK that could be assessed

Perceived TPACK

Self-assessment

Interviews

Teacher reflections

Self-reports

Enacted TPACK

Observation checklist

Lesson plans

Researcher logbook

Can we reproduce the seven knowledge domains?

The Netherlands Flanders, Belgium

Pre-service teachers Teacher educators

Use of technology in the science domain

Use of technology in different domains

Sample:- 287 pre-service teachers- age 16-24- 24% male, 76% female- distributed over 4 years of study

Sample:- 146 teacher educators- age 26-61- 29% male, 71% female- 1-38 years experience as

teacher educator

Instrument: TPACK Survey (Schmidt et al., 2009), all items

Instrument: TPACK Survey (Schmidt et al., 2009), T-related items

Results of EFA (NL study)

factor Items in factor Name factor Reliability Cronbach’s α

1 TK1 TK2 TK3 TK4 TK5 TK6 TK7 Technological Knowledge

.90

2 PK1 PK2 PK3 PK4 PK5 PK6 PK7 Pedagogical Knowledge .75

3 CK1 CK2 CK3 PCK1 PCK2 Pedagogical Science Content Knowledge

.80

4 TCK1 TCK2 TCK3 TCK4 TCK5 TCK6 TPK1 TPK2 TPCK2 TPCK3 TPCK4 TPCK6

Technological & Pedagogical enhanced Science Content Knowledge

.88

5 TPK3 TPK4 TPK5 TPCK1 TPCK5

Critically applying learned TPACK

.73

6 Model1 Model2 Model3 Model4 Role models of TPACK .73

7 TPCK7 TPCK8 TPCK9 TPCK10 TPACK Leadership .89

The Flanders study (Focusing on the T-related components)

Survey for teacher educators

Only the T-related items from the TPACK Survey

Specific science-related items were left out, all items were transformed

to “your content area”

Reliability all TPACK-items together: Cronbach’s α = 0.97

Reliability for all categories within

the TPACK Survey:Domain Cronbach’s α

TK .95

TCK .92

TPK .83

TPCK .96

Results (FL)

First: doing the EFA on the NL-data with only the TPACK Survey items

that were included in the FL-survey:

factor Items in factor Name factor Reliability Cronbach’s α

1 TK1 TK2 TK3 TK4 TK5 TK6 TK7 TK .90

2 TCK1 TCK2 TCK3 TCK4TPK1 TPK2(TPCK1)

TCK & TPK .85

3 TPCK1 TPCK2 TPCK3 TPCK4 TPCK5 TPCK6(TPCK1)

TPCK .77

• Then CFA: a good fit, but • the correlations between the factors are also very high,• a 1- or 2-factor solution might be possible*

Getting closer to TPACK Core

And if you take a close look.. It has been there the whole time!

““At the heart of good teaching with technologyAt the heart of good teaching with technology

are three core components:are three core components:content, pedagogy, and technology, content, pedagogy, and technology,

plus the relationships plus the relationships among and between them.”among and between them.”

(Koehler & Mishra, 2006)

Based on our study we think:

1. TK is conditional for TCK, TPK and TPCK

(Voogt, Fisser, Gibson, Knezek & Tondeur, 2012)

(& recent regression analysis)

2. The combination of TPK, TCK and TPCK is the heart (or the core)

of the model (TPACK Core)

TPACK as a complex and fuzzy concept

Developing an instrument that is suitable for every situation is

impossible

It is the specific context that matters most, and T, P and C are always

context-dependent!

Measuring TPACK by a self-reporting survey is not enough

More measurement moments are needed

More instruments (observation, lesson plan rubric, etc) are

needed

Video vignettes: Examples of teachers’pedagogical use of ICT, including teachers’reasoning on their use of ICT

Introduction

Subject, Goal, Nature of ICT use, Perceived added value

Practice:

ICT applications, Goals of ICT use, Why attractive, efficient or effective; How do

they integrate content , pedagogy and ICT; Roles for teachers and students

Reflection:

Why this lesson, Why this combination of T,P,C; Would this lessom be different

without ICT; How dom you know you have accomplished your goals

To finalize

TPACK seems to quite useful to conceptualise what technology

enhanced teaching and learning could be and how teachers.

Curriculum developers can use it

However, assessing whether a teacher is TPACK competent is a

rather complex endeavour and it is not quite clear whether it is a useful

model for that

This is team work!

Joke Voogt (University of Twente) & Petra Fisser (Netherlands

Institute of Curriculum Development)

Jo Tondeur, Natalie Pareja Roblin & Johan van Braak (Ghent

University)

And PhD students from Ghana, Tanzania and Kuwait

The uptake of technology in education: Technological Pedagogical Content Knowledge as a way forward?...

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