Online TPACK Learning Trajectory Tools and Processes

2018 ◽  
pp. 987-1004
Author(s):  
Margaret L. Niess
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Learning Trajectory ◽  
Pedagogical Strategies ◽  
Pedagogical Content ◽  
Graduate Coursework ◽  
Individual Knowledge ◽  
Multiple Case ◽  
K 12 ◽  
Constructing Knowledge

A multiple case, descriptive study provides research insights for illuminating the tools and processes in the online TPACK learning trajectory situated in a social metacognitive constructivist instructional framework for graduate coursework. In this course, inservice K-12 teachers' relearn, rethink, and redefine teaching and learning for developing a 21st century literacy significantly influenced by the proliferation and societal acceptance of multiple digital technologies. The research examination identifies insights about the incorporation of the key tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) in the online learning trajectory for reframing teachers' Technological Pedagogical Content Knowledge (TPACK). Three themes reveal how the online learning trajectory relies on these tools and processes for enhancing the participants' learning: the tools and processes are needed for constructing knowledge, for transitioning the participant's thinking as a student to that of a teacher, and for recognizing the value of pedagogical strategies for teaching and learning with technologies.

Online TPACK Learning Trajectory Tools and Processes

2016 ◽  
pp. 53-77
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Learning Trajectory ◽  
Pedagogical Strategies ◽  
Pedagogical Content ◽  
Graduate Coursework ◽  
Individual Knowledge ◽  
Multiple Case ◽  
K 12 ◽  
Constructing Knowledge

A multiple case, descriptive study provides research insights for illuminating the tools and processes in the online TPACK learning trajectory situated in a social metacognitive constructivist instructional framework for graduate coursework. In this course, inservice K-12 teachers' relearn, rethink, and redefine teaching and learning for developing a 21st century literacy significantly influenced by the proliferation and societal acceptance of multiple digital technologies. The research examination identifies insights about the incorporation of the key tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) in the online learning trajectory for reframing teachers' Technological Pedagogical Content Knowledge (TPACK). Three themes reveal how the online learning trajectory relies on these tools and processes for enhancing the participants' learning: the tools and processes are needed for constructing knowledge, for transitioning the participant's thinking as a student to that of a teacher, and for recognizing the value of pedagogical strategies for teaching and learning with technologies.

Problem-Based Online Learning Instructional Design

2019 ◽  
pp. 81-107
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Teaching And Learning ◽  
Research Effort ◽  
Active Participation ◽  
Learning Trajectory ◽  
Pedagogical Content ◽  
Individual Knowledge ◽  
K 12 ◽  
Constructing Knowledge

Compiling the information from the research efforts for establishing knowledge-building communities through the application of the online TPACK learning trajectory, the research effort proceeded to implement and examine instructional design for scaffolding problem-based online learning experiences for transforming teachers' technological pedagogical content knowledge (TPACK). This chapter focused on active learning methods including collaboration, cooperative learning, and problem-based inquiry learning that emphasized guided active participation for engaging both participants and instructors. A multiple case, descriptive study provided the research insights to illuminate the incorporation of the tools and processes in the online TPACK learning trajectory situated in a social metacognitive constructivist instructional framework for graduate coursework. In one course in the program, inservice K-12 teachers were directed toward rethinking and redefining teaching and learning, in a 21st century literacy for taking advantage of multiple digital technologies. The research identified insights about the incorporation of the key tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) in the online learning trajectory for reframing teachers' TPACK through guided active participation. Three themes revealed how the online learning trajectory incorporated these tools and processes to enhance the participants' learning: the tools and processes are needed for constructing knowledge, for transitioning the participant's thinking as a student to that of a teacher, and for recognizing the importance of guided active participation for problem-based learning with technologies.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

Online Instructional Strategies for Enhancing Teachers' TPACK

2019 ◽  
pp. 257-278 ◽  
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Instructional Strategies ◽  
Critical Reflection ◽  
Learning Experiences ◽  
Technological Pedagogical Content Knowledge ◽  
Shared Knowledge ◽  
Major Theme ◽  
Pedagogical Content ◽  
Rich Description ◽  
Individual Knowledge ◽  
K 12

This chapter provides a rich description of how scaffolding discourse and critical reflection with K-12 in-service teachers' online learning experiences enhanced their technological pedagogical content knowledge (TPACK) for teaching with technologies. The experiences modeled learning through inquiry tasks that merged content, technology, and pedagogy as envisioned in TPACK. The participants connected with the experiences as students learning about and with digital image and video technologies. Reflections on the experiences as teachers combined with the discourse interactions among the communities to influence their resulting individual critical reflections. A major theme was the recognition of the importance of shared knowledge as expanding individual knowledge. Four TPACK components revealed that the collection of the experiences, discourse, and critical reflection enhanced the participants' TPACK leading to recommendations for the design of online in-service teacher learning experiences for enhancing teachers' TPACK.

Online Instructional Strategies for Enhancing Teachers' TPACK

2021 ◽  
pp. 326-348
Author(s):  
Margaret L. Niess ◽  
Henry Gillow-Wiles
Keyword(s):  
Instructional Strategies ◽  
Critical Reflection ◽  
Learning Experiences ◽  
Technological Pedagogical Content Knowledge ◽  
Shared Knowledge ◽  
Major Theme ◽  
Pedagogical Content ◽  
Rich Description ◽  
Individual Knowledge ◽  
K 12

This chapter provides a rich description of how scaffolding discourse and critical reflection with K-12 in-service teachers' online learning experiences enhanced their technological pedagogical content knowledge (TPACK) for teaching with technologies. The experiences modeled learning through inquiry tasks that merged content, technology, and pedagogy as envisioned in TPACK. The participants connected with the experiences as students learning about and with digital image and video technologies. Reflections on the experiences as teachers combined with the discourse interactions among the communities to influence their resulting individual critical reflections. A major theme was the recognition of the importance of shared knowledge as expanding individual knowledge. Four TPACK components revealed that the collection of the experiences, discourse, and critical reflection enhanced the participants' TPACK leading to recommendations for the design of online in-service teacher learning experiences for enhancing teachers' TPACK.

Transforming Teaching for Virtual Environments

2021 ◽  
pp. 534-560
Author(s):  
Irina Lyublinskaya ◽  
Xiaoxue Du
Keyword(s):  
Preservice Teachers ◽  
Instructional Technology ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Pedagogical Content ◽  
K 12 ◽  
Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

Online Learning Trajectory for Knowledge-Building Communities to Reframe Inservice Teachers' TPACK

2018 ◽  
pp. 839-862 ◽  
Author(s):  
Margaret L. Niess
Keyword(s):  
Online Learning ◽  
Knowledge Building ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Learning Tools ◽  
Pedagogical Content ◽  
Course Content ◽  
Content Development ◽  
Instructional Processes ◽  
Knowledge Building Communities

Knowledge-building communities facilitate learning through collaborative explorations and investigations using today's technologies as learning tools. Such communities support teachers in developing their Technological Pedagogical Content Knowledge (or TPACK) so they are able to rearrange educational experiences using a systems pedagogical approach for engaging students in communication, collaboration and inquiry-oriented technologies. A current educational setting for reframing inservice teachers' knowledge involves online instruction. A researcher conjectured, empirically supported online TPACK learning trajectory provides guidelines for teacher educators as they design new online coursework for guiding teachers in enhancing their TPACK. Using a design-based research methodology, a social metacognitive constructivist instructional lens frames this online learning trajectory for organizing the course content development by interweaving descriptive tasks with specific pedagogical strategies towards reframing inservice teachers' knowledge through knowledge-building communities. The resulting trajectory describes a dynamic interaction of key tools and instructional processes for scaffolding the content towards an enhanced TPACK understanding.

A Framework for the Redesign Principles That Improved Engagement in an Online Graduate Class

2019 ◽  
pp. 49-75 ◽  
Author(s):  
Laura Lemanski ◽  
Megan McDonald Van Deventer
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Learning Experience ◽  
Methods Course ◽  
Pedagogical Content ◽  
Course Content ◽  
Reading Methods ◽  
Engagement Theory ◽  
Course Changes

At a large, Midwest university, the authors taught an online course to graduate students in an educational reading methods course. While the course covered compelling content, the user experience frustrated students as they struggled to navigate an outmoded online learning management system (LMS), which inhibited their ability to engage with course content. Recognizing that the course could be a powerful and relevant learning experience for students, the chapter authors drew on engagement theory, technological pedagogical content knowledge (TPACK), and the triple E framework to redesign the course. While maintaining the valuable course content, the chapter authors developed a framework to create an engaging and positive online learning experience. This chapter describes the framework and details how the course was redesigned, articulates the rationale for the course changes, and explores the positive impact it had on teaching and learning.

Developing the Knowledge for Integrating Digital Technologies

2019 ◽  
pp. 24-46
Keyword(s):  
Mathematics Curriculum ◽  
Inservice Teachers ◽  
State University ◽  
Development Environment ◽  
Pedagogical Content ◽  
Program Leaders ◽  
Master Of Science ◽  
Individual Knowledge ◽  
And Mathematics ◽  
K 12

Program leaders at Oregon State University proposed the development of an online Master of Science degree program for transforming K-12 inservice teachers' technological pedagogical content knowledge (TPACK) for integrating 21st century technologies. The challenge was to identify instructional strategies for an online professional development environment dominated by asynchronous connections. The instructional team identified recommendations in transformative adult learning theory through the combination of key educational experiences with discourse and critical reflection toward transforming adults' thinking and understanding. This chapter presents an examination of the combination using spreadsheets as the technology integrated in science and mathematics instruction. The technology-infused learning experiences modeled inquiry tasks for engaging participants as students learning about and with spreadsheets followed by thinking and designing plans to integrate spreadsheets in the curriculum. The participants engaged in inquiry, communication and collaboration in these spreadsheet explorations. Discourse in small groups, communities of learners, and individual critical reflections revealed transformation in their thinking as identified through the four TPACK components. The discourse engagements also demonstrated that this shared knowledge supported the participants' individual knowledge development. Their reflections displayed transformations in their thinking that identified the use of spreadsheets as algebraic reasoning tools in the science/mathematics curriculum. The results provided direction for using this combination of strategies in the design of the online, graduate level, MS program with the goal of identifying best instructional practices for online, technology-infused instruction towards cognitive gains that enhanced the participants' TPACK transformations.

The Trend of Commitment

2011 ◽  
pp. 273-315 ◽  
Author(s):  
Patricia Baia
Keyword(s):  
Higher Education ◽  
Instructional Technology ◽  
Technology Adoption ◽  
Literature Review ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Full Time ◽  
Pedagogical Content ◽  
K 12 ◽  
Time Faculty

Through the lens of Technological Pedagogical Content Knowledge (TPCK), this chapter’s goal is to understand how commitments affect readiness to innovate and how readiness to innovate affects commitments. Even further, it initiates the conversation on what engages faculty to change and improve their own teaching. Can faculty’s commitment to pedagogical quality (CPQ) predict instructional technology adoption? Current Instructional Technology Adoption Models (ITAMs) ignore issues of pedagogy and are mostly developed for an alternative audience and environment, outside the realities and characteristics of higher education. A literature review explores exiting models for factors motivating full-time faculty to incorporate technology. Three audience categories naturally emerge (non-educational, K-12, and higher education), which highlight how each community treats teaching and learning differently. In addition, a study was conducted to analyze relationships between CPQ and adoption. Results indicated CPQ is related to instructional technology adoption through beliefs, academic title, years taught, tenure status, intrinsic and extrinsic motives, and curriculum.

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