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.

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.

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.

Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge With E-TPCK

2019 ◽  
pp. 350-364
Author(s):  
Charoula Angeli ◽  
Andri Christodoulou
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Experiences ◽  
Technological Pedagogical Content Knowledge ◽  
Control Group ◽  
Pedagogical Content ◽  
Electronic Learning ◽  
Use Of Technology ◽  
Electronic Learning Environment ◽  
Experimental Group

The authors discuss the design of e-TPCK, a self-paced adaptive electronic learning environment that was integrated in a second-year educational technology course to engage pre-service teachers' in rich learning experiences in order to develop their technological pedagogical content knowledge (TPCK) in a personalized way. The system deploys a technological solution that promotes teachers' ongoing TPCK development by engaging them in rich and valuable personalized learning experiences through the use of technology-infused design scenarios, while taking into account teachers' diverse needs, information processing constraints, and preferences. Results from an experimental research design study revealed statistically significant differences between the control group and the experimental group in favor of the experimental group, signifying that students in the experimental group who learned with e-TPCK outperformed the students in the control group in terms of developing TPCK competencies.

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 Strategies Enhancing Mathematics Teacher Knowledge for the Digital Age: Discourse and Critical Reflection

2019 ◽  
pp. 422-427
Author(s):  
Margaret L. Niess
Keyword(s):  
Teacher Knowledge ◽  
Online Community ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Technological Pedagogical Content Knowledge ◽  
Graduate Courses ◽  
Pedagogical Content ◽  
Online Strategies ◽  
Education Courses ◽  
Critical Reflections

This study designed online graduate courses to enrich inservice mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK). The effort identified key experiences to engage teachers in discourse and critical reflections for relearning, rethinking, and redefining teaching and learning as they know and learned it, transforming their TPACK with respect to teaching with digital technologies. The experiences modeled inquiry tasks merging content, technology and pedagogy as described in TPACK, connecting teachers with experiences as students learning about and with technologies. Critical reflections on the experiences as learners and as teachers combined with the online community of learners’ discourse, transforming their teacher knowledge. The collection of strategies involving discourse and critical reflection did enhance the participants’ TPACK, providing recommendations for designing online inservice teacher education courses.

The TPACK of Dynamic Representations

2012 ◽  
pp. 103-135 ◽  
Author(s):  
Lynn Bell ◽  
Nicole Juersivich ◽  
Thomas C. Hammond ◽  
Randy L. Bell
Keyword(s):  
Social Studies ◽  
Effective Teachers ◽  
Visual Representations ◽  
Technological Pedagogical Content Knowledge ◽  
Barriers To Learning ◽  
Content Areas ◽  
Pedagogical Content ◽  
Novice Learners ◽  
Subject Areas ◽  
K 12

Effective teachers across K-12 content areas often use visual representations to promote conceptual understanding, but these static representations remain insufficient for conveying adequate information to novice learners about motion and dynamic processes. The advent of dynamic representations has created new possibilities for more fully supporting visualization. This chapter discusses the findings from a broad range of studies over the past decade examining the use of dynamic representations in the classroom, focusing especially on the content areas of science, mathematics, and social studies, with the purpose of facilitating the development of teacher technological pedagogical content knowledge. The chapter describes the research regarding the affordances for learning with dynamic representations, as well as the constraints—characteristics of both the technology and learners that can become barriers to learning—followed by a summary of literature-based recommendations for effective teaching with dynamic representations and implications for teaching and teacher education across subject areas.

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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