Download - 2013-03-27 SITE TPACK symposium
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MEASURING TPACK
International symposium on TPACK
Joke Voogt, Petra Fisser, Ayoub Kafyulilo, Douglas Agyei (University of Twente)
Johan van Braak, Jo Tondeur, Natalie Pareja Roblin (Ghent University)
Denise Schmidt-Crawford, Dale Niederhauser, Wei Wang (Iowa State University)
SITE 2013, 27 March 2013, New Orleans
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Invited international symposium on TPACK
2010
Strategies for teacher professional development on TPACK
2011
Teachers‟ assessment of TPACK: Where are we and what is
needed?
2012
Developing TPACK around the world: Probing the framework even
as we apply it
2013: Measuring TPACK
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Conceptualizing
TPACK
Strategies to acquire TPACK
Measuring effects
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Ghana
Iowa State
Tanzania
The Netherlands Belgium
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Part 1
Introduction to the symposium – Joke Voogt
Measuring TPACK: Further Validation of the Technological
Pedagogical Content Knowledge Survey for Preservice
(TPACK) Teachers - Denise Schmidt-Crawford, Wei Wang, Dale
Niederhauser, Iowa State University
Unraveling the TPACK model: finding TPACK-Core –
Petra Fisser & Joke Voogt, University of Twente, The Netherlands,
Johan van Braak & Jo Tondeur, Ghent University, Belgium
Discussion with the Audience
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MEASURING TPACK: Further Validation of the
TPACK Survey
for Preservice Teachers
Denise A. Schmidt-Crawford
Dale Niederhauser
Wei Wang Center for Technology in Learning and Teaching
School of Education
Iowa State University
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Validation of TPACK Survey Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009-10). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42, 123-149.
Characteristics: • 47 likert-item survey
• Seven constructs
• Preservice teachers (elementary & early childhood education)
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Sampling of Requests…
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Sampling of Requests…
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The Problem
• Other researchers using the survey were finding
different patterns of results:
• Factors were not stable
• Items were loading on different factors
• Factors were not aligning with the
conceptual model
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Further Analysis • Research Context:
• 3-credit, introduction to technology course (15 weeks)
• Required for elementary education and early childhood education majors
• Attend two, 1-hour lectures and one, 2-hour laboratory session every week
• Participants:
• 534 preservice teachers
• 82% elementary education majors, 16% early childhood education majors, 2% other
• 88% female; 12% male
• 23% freshmen, 40% sophomores, 30% juniors, 7% seniors
• 72% had not yet completed a practicum experience
• Research Procedures:
• Online survey administered at the end of the course (15-25 minutes to complete)
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Data Analysis
• Principle components
factor analysis
(Varimax with Kaiser
Normalization)
• Internal consistency
(Cronbach‟s alpha)
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TPACK as an Exploded Abstraction
T
C P
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Results
1. TK, PK, TPK, TCK factors remained the same.
TPACK
Construct
Total
Items
Eigen
Values
TK 6 .877
PK 7 .921
TPK 9 .902
TCK 5 .879
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Results
2. CK is messy!
TPACK
Construct
Total
Items
Combined
Items
Eigen
Value
CK 12 3 .854
Comment:
I can use a ____________ way of thinking.
I have various ways and strategies for developing my understanding of __________.
I have sufficient knowledge about _____________.
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Results
3. PCK – Math item dropped out.
TPACK
Construct
Total
Items
Eigen
Value
PCK 3 .865
Comment:
Indicated the participants were not answering “math” question in ways that
aligned with the other content areas.
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Results
4. TPACK – Two factors emerged (content, general).
TPACK
Construct
Total
Items
Eigen
Values
Content 4 .885
General 4 .917
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Measuring TPACK • Collecting information about preservice teachers‟ perception of what
they know
• Direct measure of self perception
• Indirect measure of knowledge
• Start using direct measures for some TPACK constructs
• e.g., CK – Content specific measures, PK – Praxis test
• Program evaluation – Provides metrics of key places in teacher
education program
• What is working? What is not? (Interventions)
• Start looking at TPACK as a dynamic model – What kinds of
experiences can we provide to build “overlap?”
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Returning to the Problem
• Using survey with „other‟ populations (i.e., inservice teachers)
• Using survey with a focus on a specific content area (i.e., math, science)
• Using survey in different countries
• Validity & reliability are effected by population and content area
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QUESTIONS?
Denise A. Schmidt-Crawford
Dale Niederhauser
Wei Wang
Center for Technology in Learning and Teaching
School of Education
Iowa State University
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Unraveling the TPACK model: finding TPACK-Core
Joke Voogt, Petra Fisser University of Twente
Johan van Braak, Jo Tondeur Ghent University, Belgium
SITE, New Orleans, 27 March 2013
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Aim of the study: Empirical exploration of the TPACK model
Can we reproduce the distinguished
constructs of the TPACK conceptual
framework as represented in the Venn
diagram with our data?
If not:
can we unravel the model?
can we find new constructs?
can we develop a new instrument that
measures the self-perception of
(pre-service) teachers?
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Why this study?
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
in-service teachers
Literature review (JCAL, 2012)
Discussions/debates/presentations
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We all know the TPACK model:
“At the heart of good teaching with technology
are three core components:
content, pedagogy, and technology,
plus the relationships
among and between them.”
(Koehler & Mishra, 2006)
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The context of the study
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
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Results (NL), reliability
Reliability all TPACK-items together: Cronbach‟s α = 0.92
Reliability for all categories within
the TPACK Survey: Domain Cronbach’s α
TK .90
PK .75
CK .74
PCK .63
TCK .85
TPK .72
TPCK .83
Models .73
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Results (NL), factor analysis
Factor analysis
Can we measure TPACK by asking questions for each of the
7 TPACK domains?
Are we measuring the 7 TPACK domains?
Exploratory factor analysis (PC, Varimax) revealed 11 factors,
68% of variance explained
Further analysis of the factors lead to forcing to 7 factors, 58% of
variance explained.
But… are these 7 factors the same as the 7 TPACK-domains??
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Results (NL), factor analysis
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
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Results (NL), first findings
Yes: TK and PK (and “role models”)
No: CK, PCK, TCK, TPK and TPCK
CK and PCK are combined
TCK is combined with some of the TPK and some of the TPCK
items and form a “Core TPACK” dimension
The other TPK and TPCK items are combined and form a scale
“critically thinking about what you learned in your study before
applying it”
Except for 4 TPCK items that form a “TPACK Leadership” scale
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Results (NL), focusing on the T-related items
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
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Using the NL-results in the Flanders study
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
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Results (FL)
Goal: Confirmatory Factor Analysis on the NL-data
First: doing the Factor analysis again 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 TCK4
TPK1 TPK2
(TPCK1)
TCK & TPK .85
3 TPCK1 TPCK2 TPCK3 TPCK4
TPCK5 TPCK6
(TPCK1)
TPCK .77
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Results (FL)
Next, the Confirmatory
Factor Analysis:
Yes, there is a good fit:
But:
the correlations
between the factors
are also very high,
a 1- or 2-factor
solution might be
possible*
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Unraveling the TPACK model
When it comes to technology integration…
Factors:
TK, TPK/TCK, & TPCK
or… TK & TPK/TCK/TPCK?
or… TK/TPK/TCK/TPCK?
The integration of the domains as described by Koehler & Mishra go
beyond the 3 circles and the overlapping areas!
But what does that mean?
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TK, TPK/TCK, & TPCK
TK items are very general:
“I know how to solve my own technical problems”, “I can learn
technology easily”, “I keep up with important new technologies”
TPK and TCK items are much more related to (the preparation of)
lessons:
“I can choose technologies that enhance the teaching approaches for
a lesson” and “I can choose technologies that enhance the content for
a lesson”
TPCK items are related to lessons and activities in the classroom:
“I can teach lessons that appropriately combine science, technologies,
and teaching approaches”, “I can select technologies to use in my
classroom that enhance what I teach, how I teach, and what students
learn”
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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 technology
are three core components:
content, pedagogy, and technology,
plus the relationships
among and between them.”
(Koehler & Mishra, 2006)
Propositions:
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)
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What does this mean for measuring TPACK?
Can we keep the survey items for TK, TCK, TPK and TPCK?
Or do we need to develop a new set of items that measures TPACK
Core?
We don‟t have the answer (yet)..
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What does this mean for measuring TPACK?
What we do know:
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
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More information?
Ideas about (measuring) TPACK Core? Please contact us!
Petra Fisser: [email protected]
And for the Dutch & Flemish people htpp://www.tpack.nl
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Part 2
Welcome back!
TPACK development in teacher design teams: assessing
teachers’ perceived and observed knowledge - Ayoub Kafyulilo,
Dar es salaam University College of Education, Tanzania; Petra
Fisser & Joke Voogt, University of Twente, The Netherlands
Long term impact of TPACK: From pre-service teacher learning
to professional and teaching practices - Douglas Agyei,
University of Cape Coast, Ghana; Joke Voogt, University of Twente,
The Netherlands
Discussant: Natalie Pareja Roblin – University of Ghent, Belgium
Discussion with Audience
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TPACK development in teacher design teams: Assessing the teachers’ perceived and observed
knowledge
Ayoub Kafyulilo,
Dar es salaam University College of Education
Petra Fisser and Joke Voogt,
University of Twente
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Introduction
This study was conducted with the in-service science teachers in
Tanzania.
It adopted design teams as professional development arrangement
to develop teachers‟ technology integration knowledge and skills.
TPACK was used as a framework for describing the teachers‟
knowledge requirements for integrating technology in science
teaching
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The Intervention
The study comprised of four intervention activities
The workshop
Lesson design in design teams
Lesson implementation in the classroom
Mostly a projector and a laptop were used in teaching
Reflection with peers (peer appraisal)
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Lesson design in design teams
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An example of a classroom set up with a projector, laptop
and a projection screen
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Research questions
What is the in-service science teachers‟ perceived TPACK before and
after intervention?
What are the observed in-service science teachers‟ TPACK before and
after intervention?
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Participants
The study adopted a case study design
Design teams were study cases
Individual teachers were the units of analysis.
12 in-service science teachers participated in the study.
The 12 teachers formed three design teams (each with 4 teachers)
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Instrument
Six data collection instrument were used in this study to collect self-
reported and observed data.
Self reported data were collected through;
TPACK survey,
Reflection survey,
Focus group discussion and
Interview
Observation data were collected through;
Classroom observation checklist,
Researcher‟s logbook
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TPACK Survey (pre and post-intervention)
The TPACK survey was used before and after the intervention
The instrument was adopted from Schmidt et al (2009) and Graham et al
(2009) and used a 5 point Likert scale
The reliability was 0.93 Cronbach‟s alpha
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Observation checklist
The observation checklist was administered before and during the
intervention
The items had a 3 point Likert scale: “No” = absence, “No/Yes” = partial
existence, and “Yes” = presence of the behavior
Two people rated the observation checklist and the inter-rater reliability
was 0.87 Cohen Kappa.
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The reflection survey
The reflection survey was administered at the end of the intervention to
assess the teachers‟ opinions about learning technology in design teams
The overall reliability for items related to TPACK was 0.68 Cronbach‟s
alpha.
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Researcher’s logbook
The researchers‟ logbook was used to maintain a record of activities and
events occurring during the intervention process.
The researcher‟s logbook was used during peer appraisal, TPACK
training and lesson design.
Data collected through the researchers logbook were important in
describing the interventions processes.
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Teachers’ interview
The interview was administered at the end of the intervention to asses the
effectiveness of design teams in teachers‟ development of TPACK
An example of the interview question was:
What technology integration knowledge and skills did you develop
from design teams?
Four randomly selected interviews out of12 interviewees were coded by a
second person.
The inter-coder reliability was 0.83 Cohen Kappa.
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Focus group discussion
A focus group discussion was administered at the end of the intervention
An example of the question asked in FGD was:
How do you evaluate the results of your discussion in design teams; in
terms of the products you made, decisions in the team, new ideas and
innovations
Two randomly selected FGD were coded by a second person.
The inter-coder reliability was 0.92 Cohen Kappa.
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Results: Teachers’ perceived TPACK before and after the
intervention
Before intervention, teachers perceived their CK, PK and PCK as high,
and TK, TCK, TPK and TPCK were low.
After intervention, all TPACK components were perceived high.
A Wilcoxon signed ranks test for two related samples showed that TK,
PK, TCK, TPK and TPACK were significant at p ≤ 0.01 whereas CK and
PCK were significant at p ≤ 0.05
Results from the reflection survey showed that teachers‟ developed
TPACK through their participation in design teams.
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Results (Teachers’ observed TPACK)
Findings from teachers observation showed a significant difference
between pre- and post-intervention results.
Pre-intervention results showed a low teachers‟ TK, TCK, TPK, and
TPACK (M < 1.5, SD ≤ 0.17) in a three points Likert scale
However, in the post-intervention results, all TPACK components were
high (P ≤ 0.05).
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Conclusions
The triangulation of the findings from self-reported and observed data
showed;
A limited teachers‟ TK, TPK, TCK and TPACK before intervention,
After intervention all the TPACK components were high
In this study, self-reported data comply with the observed data
This differs from the findings of Alayyar (2011) and Kafyulilo et al (2011)
which showed a difference between the observed and perceived TPACK
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Conclusions
Probably this has something to do with
The instrument,
The culture and
The level of the teachers.
Findings from both observed and self-reported data indicate that
teachers‟ PK, CK and PCK were high before and after intervention.
This may suggest that in the context of Tanzania, technology integration
efforts need to focus more on technology related components of TPACK
rather than the whole TPACK.
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Douglas Agyei
&
Joke Voogt
61
Long term impact of TPACK: From pre-service teacher
learning to professional and teaching practices
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Motivation
Poor student achievements (in mathematics)
High failure rate (More than 86% of failures to enter Tertiary levels)
TIMSS 2003 & 2007 (43rd out of 44 & 46th out of 48)
Poor attitudes
Mathematics Teaching
Teacher-centred approach (Hardly any hands-on activities, Whole class teaching
Lots of notes being copied )
Low cognitive learning (Concept formation at a more abstract level, Heavy
emphasis on assessment)
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Intervention studies in the 2009 – 2011
A Longitudinal study to integrate technology in teaching
mathematics (Ghana)
Two case studies of Professional Development (PD) in 2009 and 2010
Integration of the PD arrangement into a regular mathematics–specific IT course
(2011)
TPACK Framework
ICT (spreadsheet) to promote in-depth maths concept formation
Activity-Based Learning (ABL) to make lesson less teacher-centred
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TPACK Conceptualization (Intervention Studies 2)
1. Make use of existing ICT tools
(Spreadsheet-specific)
2. Active involvement of learners
(Activity Based Learning-ABL)
3. Explore connection between
spreadsheet, ABL pedagogy and
mathematical concept
TPACK Frame work - Interconnection
of content pedagogy & technology
(Mishra & Koehler,2006)
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Outcome of the Intervention Studies
Developed TPACK of Participants
Self- assessment TPACK
Lesson artefacts
Lesson Observations
Three years into project :
Mathematics teachers pursuing carriers in different institutions
Various Senior High Schools/Junior High Schools in Ghana
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Challenge and Data Collection
Measure the impact of the Intervention Studies
Explore whether and how the beginning teachers integrate
ICT (demonstrate TPACK) in their teaching practices
Gain insight into factors promoting (or hindering) the
teachers’ ICT integration (TPACK demonstration)
− Questionnaire (100)
− Interview ( 20)
− Observation (8)
− Researchers’ logbook
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Results (1)- Self Report
Table 1: Mean score of factors that influence teachers TPACK use (N=100).
Conditions Mean Std Dev
Skills and knowledge 4.57 .355
Dissatisfaction with status quo 4.48 .283
Commitment 4.21 .287
Availability of Time 3.75 .562
Rewards and Incentives 3.17 .237
Participation (Decision making
involvement)
3.02 .503
School Culture 2.05 .292
Resources ( ICT facilities) 1.71 .311
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Results 2 : Lesson Observation
Table 2: Teacher lesson implementation (n=8)
Teachers Subject
Taught
ICT Availability Strategy
Two (2) Mathematics Personal Laptop and
projector
Spreadsheet techniques
(interactive demonstration)
Two (2) ICT Personal Laptop and
projector
Resources from Internet
(interactive demonstration)
Two (2) Mathematics Personal laptop (Rotating
groups of students )
Spreadsheet techniques
/Resources from Internet
Two (2) Mathematics No ICT Facility Worksheet to support
teamwork
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Snapshot of a lesson on Linear Equations
TPCKmaths
TKss
Linear functions in the slope intercept form
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Consider the diagrams below.
eye
water
Image of coin
coin
Snapshot of a lesson on Enlargement
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A boy Image of the boy
Pin-hole camera
Snapshot of a lesson on Enlargement (2)
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Snapshot of a lesson on Introduction to computer
networks (1)
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Snapshot of a lesson on Introduction to computer
networks (2)
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Summary of Results & Conclusions
Developed and strong positive views about TPACK in the long term (result of the pre-
service preparation intervention studies)
Specific focus on ABL “P” and spreadsheets “T” in Mathematics “C” helped to
develop deep connections between their subject matter, instructional strategy and the
ICT application, fostering TPACK in the long term (closer to the original conception of
Schulman’s (1986) ideas of Pedagogical Content Knowledge)
Develop TPACK in similar initiatives using other ICT applications and/or different
subject matter.
Develop and extend pedagogical reasoning to support students learning
Using multiple data sources is a good way to assess TPACK in the long run
Teachers’ “knowledge and skill” acquired and “dissatisfaction with the status quo”
are key in promoting long term TPACK
Lack of access to ICT infrastructure and unenthusiastic school cultures hinder TPACK
in the long run
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SITE Conference, New Orleans, 2013 Natalie Pareja Roblin
discussant
Symposium: Measuring TPACK
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TPACK: A growing concept
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Main themes in these studies
Review of studies about TPACK published between 2005-2011 (n=55)
(Voogt et al., 2012)
• Development of the TPACK concept (14 studies)
• Measuring (student-)teachers’ TPACK (14 studies)
• Development of TPACK in specific subject domains (7 studies)
• Strategies to support the development of (student-) teachers’ TPACK (36 studies)
• TPACK and teacher beliefs (6 studies)
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This symposium: Measuring TPACK
Pre-service teachers In-service teachers
Student teachers Teacher trainers
T
C P
Integrative views
Transformative views
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Towards a comprehensive approach for measuring TPACK
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Integrating multiple instruments to measure TPACK
1. Perceived TPACK
• Self-assessment survey (from integrative to transformative views on TPACK)
• Interviews
• Teacher reflections
• ....
2. Enacted TPACK
• Observation checklist
• Lesson plans
• Researcher logbook
• .....
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TPACK as a complex and “fuzzy” concept
• How can TPACK (and its constituting knowledge domains) be operationalized? Is it possible (and desirable) to pull apart the knowledge domains that constitute TPACK?
• If TPACK is considered as a “sliding framework”, as suggested by Cox and Graham (2009), is it possible to develop standardized instruments to measure it?
• How does qualitative data contribute to the understanding of (pre-service) teachers’ TPACK development? What does it add to survey data?
• How to best combine self-reported and observed TPACK measurements?
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Examining the development of TPACK across time
Pre-service teachers
Beginning teachers
In-service teachers
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• How does TPACK develop as student teachers step into the teaching profession and become experienced teachers?
• What factors (personal, institutional, systemic) facilitate and/or hinder TPACK development?
• How does the context (school characteristics, learner characteristics, access to technology, ICT policies, etc.) influence the ways in which teachers integrate technology (i.e., how TPACK is put into action)?
TPACK development as a dynamic and context-bound process
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Towards a comprehensive approach for measuring TPACK: Moving forward...
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Integrating multiple instruments: Recent initiatives
Assessing teachers’ pedagogical ICT competences (The Netherlands)
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Assessing teachers’ pedagogical ICT competences
Self-perceived Observed +
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Format of the video vignette
Introduction (+/- 2 minutes)
Practice (+/- 4 to 8 minutes)
Reflection (+/- 2 minutes)
- Subject - Goal - Nature of ICT use - Perceived advantages/contributions of ICT
- ICT applications - Goals of ICT use - Attractive/efficient/effective uses - Pedagogical use of ICT (TPACK) - Teacher role - Student role
- Why this lesson? - Why this combination of T, P and C? - Would this lesson be different without ICT? - How do you know your (ICT) goals have
been accomplished?
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Examining TPACK development across time and contexts: Recent initiatives
From pre-service to practice: Understanding beginning teachers’ uses of technology
(Belgium, Flanders)
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Understanding beginning teachers’ uses of technology
Longitudinal qualitative study in Flanders Focus on (institutional) factors supporting TPACK development
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Study 1: Approaches to support TPACK development
TE1: From TK to... TE2: From TK to TPK TE3: From TK to TCK
Moving from stand-alone technology courses to integrated approaches that aim to support TPACK development
Tondeur, J., Pareja Roblin, N., van Braak, J., Fisser, P., Voogt, J. (2012). Technological pedagogical content knowledge in teacher education: in search of a new curriculum.
Educational Studies, DOI:10.1080/03055698.2012.713548
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Study 2: Technology integration by BT
Pre-service education influences how BT integrqte technology in their teaching practice. It contributes to:
- Developing TK
“The basic skills we did learn them”
- Getting to know various technology tools that could be used with educational purposes “[To learn about things] such as Klascement or Hot Potatoes was useful”
“If I had not learned it in my pre-service education, I think I would have never used it here”
- Learning how to teach with technology (!) little opportunities
“[We should learn] not only the application itself, but [also] how to use it
and how to integrate it [in your teaching]”
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Study 2: Technology integration by BT
However, (the extent of) this influence depends on school characteristics:
- Access to technology
“It is not possible to sit behind 1 computer with 19 children”
- Clear ICT policies
“Everybody has one hour in the computer room. It is not compulsory, but the
school principal has strongly recommended it to us”
- Workload
“Making and trying out new things is difficult, especially at the start [of your
career] because you are busy with preparing your lessons”
- Support and mentoring systems
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Measuring TPACK: Mission impossible?
Integrative views on TPACK
Transformative views on TPACK
How can TPACK (and its constituting knowledge domains)
be operationalized?
Generic instruments
Context & content specific instruments
Is it possible to develop standardized instruments to
measure TPACK?
Self-perceived TPACK measures
Observed TPACK measures
How to best combine self-reported and observed TPACK
measurements?
How does the context influence the ways in which teachers
integrate technology?
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Thank you! [email protected]