A Professional Development Workshop for Supporting Artist Educators’ Creation of Technological Pedagogical Content Knowledge

2021 ◽  
pp. 151-168
Author(s):  
Joyce Hwee Ling Koh
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Professional Development Workshop

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

scholarly journals The Effects of a Professional Development Program for Technology Integrated Algebra Teaching

2021 ◽  
Vol 3 (2) ◽  
pp. 1-21
Author(s):  
Evrim Erbilgin ◽  
Baki Şahin
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Development Program ◽  
Technological Pedagogical Content Knowledge ◽  
Lesson Plans ◽  
Professional Development Program ◽  
Pedagogical Content ◽  
Teaching Algebra

This study examined technological pedagogical content knowledge change of middle school mathematics teachers who participated in a professional development program designed to integrate technology into teaching algebra. Twenty-eight middle school teachers from 20 different schools participated in the study. The data collection tools were technological pedagogical content knowledge survey, reflective journals, lesson plans, and program evaluation forms. The data analysis showed that the participants’ technological pedagogical content knowledge increased significantly. In addition, participants wrote lesson plans that included effective use of technology to teach algebra contents. The positive effects of the professional development program seem to be related to the following components of the program: the usability of the program activities in middle school classrooms, program’s focus on using technology in teaching algebra, the introduction of new technological tools and software related to mathematics, and the interactive nature of the program.

Mobilisation and Enactment of Malaysian ESL Teachers' Technological Pedagogical Content Knowledge

2020 ◽  
pp. 279-315
Author(s):  
Cynthia C. James ◽  
Kean Wah Lee
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Learning Community ◽  
Content Knowledge ◽  
Professional Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
The Third

This chapter is a review of a three-year journey into exploring the development, mobilisation, and enactment of Malaysian ESL teachers' technological pedagogical content knowledge through a professional learning community known as ‘Going Digital'. The first part of the chapter summarises the investigation on the effectiveness of the TPACK-IDDIRR + PLC as a transformative model of professional development to engender technology integration practices in the classroom. The findings reveal that the model is effective in enhancing technology integration practices of ESL teachers. In the second part, individual experiences of four members of the ‘Going Digital' are narratively explored to understand the mobilisation and enactment of TPACK from professional development to practice in the classroom. The affordances and constraints of technology integration is explored in the third part. The chapter concludes with discussions on the interconnectedness of knowledge, context, and identity; and how it has led to the proposition of the model for TPACK mobilisation, appropriation, and enactment.

Developing Teachers' TPACK for Mathematics Through Professional Development

2018 ◽  
pp. 1122-1152
Author(s):  
Chandra Hawley Orrill ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Development Environment ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Learner Centered ◽  
Key Factor ◽  
Integrated Knowledge

In this chapter, InterMath is introduced as a learner-centered professional development environment that supports the development of Technological Pedagogical Content Knowledge (TPACK). Evidence will be presented from the research and evaluation on InterMath to highlight some of the ways in which InterMath has been successful. Vignettes provide examples of a typical conversation in a TPACK professional development environment. An analysis of findings indicates that the InterMath project contributed to teachers' TPACK development, with a focus on teachers' knowledge of technology and content (TCK). The knowledge and skills of the professional development facilitator was a key factor in the teachers' development. Implications for the design of professional development include simultaneously developing teachers' integrated knowledge of technology, pedagogy, and content.

Developing Teachers' TPACK for Mathematics through Professional Development

2016 ◽  
pp. 433-462
Author(s):  
Chandra Hawley Orrill ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Development Environment ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Learner Centered ◽  
Key Factor ◽  
Integrated Knowledge

In this chapter, InterMath is introduced as a learner-centered professional development environment that supports the development of Technological Pedagogical Content Knowledge (TPACK). Evidence will be presented from the research and evaluation on InterMath to highlight some of the ways in which InterMath has been successful. Vignettes provide examples of a typical conversation in a TPACK professional development environment. An analysis of findings indicates that the InterMath project contributed to teachers' TPACK development, with a focus on teachers' knowledge of technology and content (TCK). The knowledge and skills of the professional development facilitator was a key factor in the teachers' development. Implications for the design of professional development include simultaneously developing teachers' integrated knowledge of technology, pedagogy, and content.

Teachers personalize videos and animations of biochemical processes: results from a professional development workshop

2019 ◽  
Vol 20 (4) ◽  
pp. 772-786 ◽  
Author(s):  
Bat-Shahar Dorfman ◽  
Bronwyn Terrill ◽  
Kate Patterson ◽  
Anat Yarden ◽  
Ron Blonder
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Video Editing ◽  
Biology Teachers ◽  
Digital Videos ◽  
Pedagogical Content ◽  
Biochemical Processes ◽  
Professional Development Workshop ◽  
Actual Use

Despite the advancements in the production and accessibility of videos and animations, a gap exists between their potential for science teaching and their actual use in the classroom. The aim of this study was to develop and evaluate an approach to boost chemistry and biology teachers’ Technological Pedagogical Content Knowledge (TPACK) and their confidence regarding the use of videos and animations in class, which are required for their effective implementation. Twelve experienced high-school chemistry and biology teachers participated in a professional development workshop including biochemistry and technological–pedagogical lectures along with video-editing instruction and practice. Teachers were provided with digital videos including high-resolution scientifically based animations and were encouraged to edit them based on their pedagogical experience and the needs of their class. We investigated how the workshop affected teachers' TPACK-confidence and TPACK. TPACK-confidence was assessed by pre- and post-workshop questionnaires and open-ended feedback questionnaires. TPACK was assessed by analyses of the edited digital videos and pedagogical considerations submitted by the teachers. It was found that teachers' TPACK-confidence was significantly higher following the workshop. There was also a development in the teachers' TPACK. They were able to recommend to use digital videos in a variety of classroom situations based on the technological pedagogical knowledge (e.g., as an opening to a new topic) and their TPACK (e.g., to visualize complex biochemical processes). We also found a development in their video-editing skills and their knowledge of how to use this technology effectively in biochemistry lessons. Results indicate that training teachers in using technological tools while providing them with relevant Content Knowledge and TPACK, and relying on their pre-existing Pedagogical Content Knowledge may assist them develop their TPACK and TPACK-confidence. This may promote the effective use of videos and animations in biochemistry teaching.

Mobilisation and Enactment of Malaysian ESL Teachers' Technological Pedagogical Content Knowledge

2021 ◽  
pp. 674-711
Author(s):  
Cynthia C. James ◽  
Kean Wah Lee
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Learning Community ◽  
Content Knowledge ◽  
Professional Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
The Third

This chapter is a review of a three-year journey into exploring the development, mobilisation, and enactment of Malaysian ESL teachers' technological pedagogical content knowledge through a professional learning community known as ‘Going Digital'. The first part of the chapter summarises the investigation on the effectiveness of the TPACK-IDDIRR + PLC as a transformative model of professional development to engender technology integration practices in the classroom. The findings reveal that the model is effective in enhancing technology integration practices of ESL teachers. In the second part, individual experiences of four members of the ‘Going Digital' are narratively explored to understand the mobilisation and enactment of TPACK from professional development to practice in the classroom. The affordances and constraints of technology integration is explored in the third part. The chapter concludes with discussions on the interconnectedness of knowledge, context, and identity; and how it has led to the proposition of the model for TPACK mobilisation, appropriation, and enactment.

Teacher Professional Development for TPACK-21CL

2016 ◽  
Vol 55 (2) ◽  
pp. 172-196 ◽  
Author(s):  
Joyce Hwee Ling Koh ◽  
Ching Sing Chai ◽  
Wei Ying Lim
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
21St Century ◽  
Student Learning Outcomes ◽  
Technological Pedagogical Content Knowledge ◽  
21St Century Learning ◽  
Design Teams ◽  
Lesson Design ◽  
Pedagogical Content

This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers’ technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers’ prolonged engagement with peers and researchers in design teams. Supported by technological pedagogical content knowledge rubrics and technological pedagogical content knowledge design heuristics, the process enabled teachers to assess their current ICT lessons, set design goals, redesign, implement, and evaluate student learning outcomes, as well as reflect on their pedagogical practices. A year-long implementation study conducted with 37 teachers from a Singapore primary school who were organized into seven lesson design teams found that the process had positive effects on teachers’ confidence for technological pedagogical content knowledge for 21st century learning and lesson design practices. Five of the seven design teams were able to make pedagogical changes toward 21st century learning, and six of the teams realized improvement in student learning outcomes. The implications for teacher ICT professional development are discussed.

scholarly journals ENHANCING EFL TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) COMPETENCE THROUGH REFLECTIVE PRACTICE

2021 ◽  
Vol 32 (1) ◽  
pp. 117
Author(s):  
Yunica Rhosiana Sari ◽  
Nur Arifah Drajati ◽  
Hyo-Jeong So ◽  
Sumardi Sumardi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Reflective Practice ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Reflective Practices ◽  
Pedagogical Content ◽  
Reflective Journals ◽  
Professional Development Workshop ◽  
Efl Teachers ◽  
Virtuous Cycle

This study examines how reflective practices can be an effective strategy in enhancing in-service teachers’ Technological Pedagogical Content Knowledge (TPACK). The participants were two English teachers in high schools in Indonesia who designed and implemented technology-integrated lessons after participating in a professional development workshop. Data collected from their reflective journals and interviews were analyzed using thematic analysis. Findings from the interviews and teacher’s reflective journal revealed three reflective practices: reflection in, on, and for action. Reflective practices helped the teachers to describe and articulate their own experiences in teaching, learn from enacted experiences in the classroom, and apply learned practices in subsequent teaching. This virtuous cycle indicates that reflective practice is an essential mechanism for EFL teachers to become proficient in integrating technology in their teaching practices.

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