observational measures of technological, pedagogical, content knowledge (tpack) in the integration...
TRANSCRIPT
Observational Measures of Technological, Pedagogical, Content
Knowledge (TPACK) in the Integration of Laptop Computers in Elementary
Writing InstructionJulie Mueller
Wilfrid Laurier University Waterloo, Ontario
CANADASITE 2010 San Diego, CA March 29 – April 2, 2010
Dual Purpose Paper
Teacher Knowledge
and Practice
Empirical Research
and Faculty Expertise
Do you see what I say?
Technological Pedagogical Content (TPACK)
• Relatively young framework (Mishra & Koehler, 2006) expanding Shulman’s model of teacher knowledge into the digital era
• Need to assess the construct as it applies to teacher education for two reasons (Groth et al.,
2009):– To compare approaches to its development– Accountability
Measuring TPACK
Interviews
Examination of Artifacts
Case Studies
Lesson Study
Focus Groups
SurveysWHAT I SAY
WHAT I DO
Development of Faculty-School Partnership
• French Immersion public school in mid-sized urban centre in Ontario, Canada, undergoing district review, examining practice and setting goals related to writing outcomes
• Collaborative planning of six-week cycle of instruction in non-fiction report writing
• Looked at mobile laptop carts as a technology that might assist instruction and learning
Wiki Communication
• Potential communication tool• Barriers included lack of teacher access to
computer; competing priorities on both ends; lack of experience with 2.0 technology; not a clear purpose
• Open and welcoming for classroom visits and technology support
Use existing communication
tools
Collaborate with a key teacher or
“champion”
Data CollectionIndividual Surveys
Individual Interviews
AudioTaped Planning Meeting
VideoTaped Class Observations
Student Writing Artifacts
Diagnostic and Summative Assessment Levels
Initial Survey Results
• Teachers indicate “average” experience with computers, range of teaching experience, barriers of time, knowledge and technical problems, while supports were human resources
• Already using computers in a range of subjects in a computer lab (sometimes to often)– Tool based software (e.g., Word, Excel, etc.)– Subject specific tutorials (e.g., math games, music ace,
etc.)– On-line research (internet searches)
Interview Responses to Question of Barriers
Before laptop integration After laptop integration
Interview Responses to Impact on Teaching
Before the laptop integration• No impact expected• Motivational tool• Improve home/school
connection• Students more independent
After the laptop integration• No impact• Students more independent• Writing is a quicker process,
provides strategies• Changed approach, have to
plan ahead• More interactive, inquiry
approach
Interview Responses to Factors Considered During Planning
Before the laptop integration• Time (scheduling, prep
time, availability of computers) 64%
• Task (how to integrate, time, ease of use) 27%
• Student ability 9%
After the laptop integration• Time (scheduling, prep
time, availability of computers) 61%
• Technical problems (e.g., loading issues) 17%
• Resources (e.g., software, desk set up) 11%
• Student ability 5%• How other teachers use the
technology 5%
TK TK
TK
TK
Context
Context
Context
Context
TPCK
TPCK
TPCK
Coding of Planning Meeting TranscriptDefinition Examples
ContentComments that referred to the content that was to be taught and/or assessed, the curriculum content. In this case the content knowledge was in reference to non-fiction report writing and what the necessary skills and components are.
“To me when we talk about reports, you have your beginnings. Your beginnings become your headings, am I right?”
“Yes, we have that in here, that subtopics are critical.”
Definition Examples
Pedagogy
Discussion about teaching strategies and assessment methods which are not specific to the content but more general. Reference to planning, student learning and classroom management.
“What I would personally like to see, is where their weaknesses are.”
“So let’s not mark it, let’s look at the body of evidence.”
“We can group these kids and give them lessons that are helpful.”
“We could do a formative assessment.”
Definition ExamplesPedagogical ContentDiscussion is about teaching strategies and assessment methods related to the content, i.e., how should the specific content of non-fiction report writing be taught and assessed in particular.
“Even if we teach them how to write jot notes, we can mark them in class.”
“So maybe that’s the advantage to this non-fiction writing…so that we have the same language to use and report.”
“I told them—we have an expository piece to hand in—they all look at me and say—what’s expository?—they didn’t know what it meant. I don’t think it’s bad to define the term for them.”
Definition Examples
Technological Pedagogical
Discussion is about how technology fits with the pedagogical decisions—that is technology is connected to the teaching and learning strategies, not isolated.
“So you didn’t have a cut and paste button?”
“I told them they could do whatever they wanted. They could cut and paste, they could use colours, they could use numbers.”
Planning Meeting
Pedagogy23%
Content49%
Technology0%
PC17%
TP1%
TC0%
TPACK0%
Technology was not part of planning process
Classroom Observations
Research Tool Word Processor
Instructional Tool
Classroom Observations• Expected to code according to the same categories
as the planning meeting• Technology was part of the pedagogy and content as
a tool used for writing and research• Result rather than the knowledge apparent in the
intentional planning• TK often part of setting up and saving, trouble
shooting• TP –students working independently through writing
process
Technology seen as a tool for learning but technological
pedagogy not fully developed.
Triangulating FindingsSurvey & Interview
Planning Meeting
Classroom Observations
- TPACK is considered - technology not part of process
- technology integrated as tool- influence on pedagogy
Observational Measures of TPACK
• Coding of transcripts is useful but time consuming
• Coding of observations is difficult and not useful with same categories
• Overall assessment of TPACK in instructional period may be more useful
• Technological Pedagogy is still developing