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.

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 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.

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.

Technology Tips: Ferrari's Method and Technology

2005 ◽  
Vol 99 (1) ◽  
pp. 68-70
Keyword(s):  
Content Knowledge ◽  
Teaching And Learning ◽  
Inservice Teachers ◽  
Appropriate Use ◽  
Pedagogical Content ◽  
Technology Application ◽  
Use Of Technology ◽  
Teachers And Students ◽  
K 12 ◽  
The University

Welcome to another year of “Technology Tips.” I, Suzanne Harper, will be the primary editor for the 2005–2006 column issues, and it is my pleasure to introduce this year's new co-editor, Shannon Driskell. Shannon teaches undergraduate and graduate mathematics content courses at the University of Dayton in Ohio. Her main interests include the appropriate use of technology in K–12 mathematics, preservice and inservice teachers' pedagogical content knowledge, and the teaching and learning of geometry. We are always looking for new and interesting ways for teachers and students to use technology effectively. If you have a tip that can help other teachers learn how to use a technology application in the classroom, please send ideas to my contact address. I also would like to take the time to thank Hollylynne Stohl Lee for her amazing dedication and guidance as editor of the column last year.

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.

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.

scholarly journals Strengthening the Research Base That Informs STEM Instructional Improvement Efforts: A Meta-Analysis

2019 ◽  
Vol 41 (3) ◽  
pp. 260-293 ◽  
Author(s):  
Kathleen Lynch ◽  
Heather C. Hill ◽  
Kathryn E. Gonzalez ◽  
Cynthia Pollard
Keyword(s):  
Content Knowledge ◽  
Meta Analysis ◽  
Policy And Practice ◽  
Classroom Implementation ◽  
Pedagogical Content ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Impact Estimate ◽  
K 12 ◽  
Average Weighted Impact

We present results from a meta-analysis of 95 experimental and quasi-experimental pre-K–12 science, technology, engineering, and mathematics (STEM) professional development and curriculum programs, seeking to understand what content, activities, and formats relate to stronger student outcomes. Across rigorously conducted studies, we found an average weighted impact estimate of +0.21 standard deviations. Programs saw stronger outcomes when they helped teachers learn to use curriculum materials; focused on improving teachers’ content knowledge, pedagogical content knowledge, and/or understanding of how students learn; incorporated summer workshops; and included teacher meetings to troubleshoot and discuss classroom implementation. We discuss implications for policy and practice.

scholarly journals Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

2021 ◽  
Vol 11 (1) ◽  
pp. 21
Author(s):  
Andrea C. Burrows ◽  
Mike Borowczak ◽  
Adam Myers ◽  
Andria C. Schwortz ◽  
Courtney McKim
Keyword(s):  
Professional Learning ◽  
Social Constructionism ◽  
Teacher Professional Learning ◽  
Authentic Science ◽  
Learning And Development ◽  
Integrated Stem ◽  
The Usa ◽  
Teacher Professional ◽  
And Mathematics ◽  
K 12

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

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