TPACK –SKILLS OF CLASSROOM TEACHERS TEACHING CRAFTS

MARI KYLLÖNEN

ITK –TUTKIJATAPAAMINEN 13.5.2016

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE, TPACK (MISHRA & KOEHLER, 2006)

PKPedagogicalKnowledge

CKContent

knowledge

TCKTPK

PCK

TPACK adds teachers’ Technological Knowledge (TK) as third main constituent, increasing also number of intersections:

Derived from Shulmans’ (1986) model of Pedagogical-Content Knowledge (PCK), where Content Knowledge, (CK) meets Pedagogical Knowledge (PK), creatingintersect Pedagogical Content knowledge (PCK).

Pedagogical Content Knowledge (Shulman, 1986)Technological Pedagogical Content Knowledge,TPACK (Mishra &Koehler 2006)

TPACK

´ Technological Content Knowleddge (TCK)

´ Technological Pedagogical Content Knowledge (TPACK)

´ Technological Pedagogical Knowledge (TPK)

TPACK –model has been revised (2008) in order to acknowledge affect of the context

TKTechnological

Knowledge

AIMS OF THE STUDY1) Describe Finnish class teachers’ self-assessed TPACK –skills in crafts: how teachers

perceive their skills in integrating technology in their pedagogical practices in crafts

2) Test TPACK –surveys applicability for self-assessment of Finnish in-service teachersin crafts context.

3) Find out possible needs for teachers professional development and training.

METHODS§ Mixed-methods approach (Hesse-Biber, 2014)§ Two sub-studies*: The Survey (n =97) and interviews (n =5).§ Data collected via web-based survey and thematic interviews fall 2015.§ Analysis conducted by both, quantitative and qualitative methods.

*) Part of doctoral disseratation research ”Finnish Class Teachers’ TPACK –skills in Crafts and students motivational experiences of technology supported crafts teaching.”

THE SURVEY: meter application and analysis

Survey design followed - TPACK survey by Schmidt et al. (2009) - Finnish TPACK-21 survey used by Valtonen et al. (2015) - Crafts contents applied following Finnish National Curriulum

2014’s statements on crafts.- 7 scale Likert-type survey, 46 items in the end

Analysis - SPSS v22- Maximum Likelihood (ML) factoring- Descriptive statistics (M, SD, skewness, kurtosis) - Cronbach’s alpha (confidence intervals 95%) - Oblique rotation (direct oblimin) to detect expected correlations.- Correlation analysis of sums - Comparing analysis between teachers by their educational background

M SDSkewness

Kurtosis

Crobachs’ ∝

N = 97

TK 5.2 (1.0) -.32 .09 .93

PK 5.4 (0.6) .10 -.51 .89

CK 5.2 (1.1) -.72 1.05 .96

TPK 4.5 (1.1) -.45 .84 .97

PCK 4.9 (0.9) -.43 .66 .95

TCK 3.8 (1.5) .11 -.48 .94

Descriptives of six Sums derivedfrom the ML –analysis factoring

TK = Technologial Knowledge PK = Pedagogical Knowledge CK = Content KnowledgeTPK = Technological Pedagogical Knowledge PCK = Pedagogical Content Knowledge TCK = Technological Content Knowledge

TK PK CK TPK PCK TCK

TK 1.000

PK .30 1.000

CK .21 .36 1.000

TPK .76 .47 .29 1.000

PCK .30 .52 .74 .39 1.000

TCK .55 .30 .58 .59 .61 1.000

Inter-item correlations of the sums

TK TCK CK PCK PK TPKM of all

constituents

Class teachers (n =76) 5,1 3,53 4,94 4,76 5,45 4,45 4,85

Class teachers specialized in crafts(no crafts teachers eligibility) (n =24)

5,14 4,02 5,53 5,2 5,49 4,71 5,17

Crafts teachers (n =14) 5,29 4,71 6,01 5,17 5,26 4,56 5,21

Class+Crafts teachers’ eligibility (n =7) 5,8 5,02 6,11 6,03 5,6 5,2 5,7

All teachers (n =97) 5,2 3,81 5,18 4,94 5,4 4,52 5,06

1 = No skill, 2 = Poor, 3 = Modest, 4 = Average, 5 = Good, 6 = Advanced/very good, 7 = Excellent.

Respondants’ educational background N Women Men1. Class teachers eligibility 76 63 132. Class teachers eligibility with basic studies in crafts. 24 17 73. Crafts teachers eligibility 14 11 34. Both class teachers and crafts teachers eligibility 7 6 1All respondants 97 80 17

Means of teachers self-assessed TPACK –skilss in Crafts

1

2

3

4

5

6

7TK

TCK

CK

PCK

PK

TPK

TPACK -profiles of teachergroups

Class teacher

Class teacher specialized in crafts (no crafts teachers) eligibility

Crafts teacher

Class+Crafts teacher

All teachers

FINDINGS FROM THE SURVEY

§ 6 TPACK constituents were found: TK, PK, CK, TPK, TCK and PCK

§ Core constituents TK, PK and CK have statistically significant, fairly strong correlationswith related to their intersects (rs = .47 - .76, p < .0005 - .01 ).

§ All constituents have some correlation with each others (rs = .21 - .76, p < 0005 - .04

Surveys fitness for assessing TPACK –skills in Crafts:

Teachers TPACK –skills in Crafts:§ In general teachers assessed their TPACK -skills to be “good” (M =5,06) with

PK as the strongest as “good” (M =5,4).

§ Skills in the intersections (TCK, PCK and TPK) were estimated systematically lowerthan skills of the related core constituents. Same effect was found with other coreconstituents and their intersections as well.

INTERVIEWS: analysis and interviewees

Classteachernot specialized

in craftsAgegroup

Teaching years

Teacher graduation

year

Teached crafts for (years)

A X 60- 35-40 1978 10

B X 45-49 '20-24 1993 20

C* X 50-54 '25-29 1987 20

D X 40-44 '10-14 2000 6

E* x 40-44 -4 1998 2,5

§ Thematic content analysis in line with theory-informed content analysis principles.

§ Teachers’ point of views and expressions were classified with thematic structure following TPACK –models’ three main constituents (TK, PK and CK) and statements related to other constituents were marked out.

Backgroundinformation of interviewees

INTERVIEWS: FINDINGS

§ Teachers identified several technologies used in their daily lives, both at home and at work.

§ Technologies most commonly used at work were related with communication, presentation, information search and learning softwares and games.

§ Attitude towards using technologies is more or less positive.

§ Availability of the hardware and their usability (e.g. access to proficiently functioning broadband and networks) was seen essential in order to use technology at work.

“…as long as it was like you had to get that cart (with dataprojector) from somewhere, I was like a “help me”! What to do next? I was in trouble. Before it was like now (permanently in the classroom), it’s not worth.”

Teacher A

Pedagogy dominates use of technology:

“…when I plan my lesson, I always think through what available technologies could be used. Sometimes I choose like nothing, but almost every lesson I use some…by the content that is about to be learned.”

Teacher B

§ Lack of time and training at working hours were seen as challenges or obstacles of learning new technologies to be used at work.

§ All teachers expressed desire to get more training. Need of training did’ntconcern only technology, but it’s pedagogical use and nature of being teacher as well.

“Training in working hours interests me…In a way my employer doesn’t offer me time enough to get acquainted with it (new technologies) in order to develop and enhance my teaching. And that makes me worry, because essence of being teacher is changing.”

Teacher D

§ Use of technology (websites, blogs and social media like Pinterest, Facebook) was mentioned several times with 3 teachers, related to lesson planning and looking for ideas.

§ When technology was used it was for for mediating examples and instructionand as skill practicing tool for kids (sewing machine).

§ Most teachers saw possible advantages if technologies would be more used in crafts.

- motivate students both in general and in crafts- ease up bringing up and searching ideas with students - enhance project planning

Two teachers (Teacher C and D) mentioned students self-assessment and process documentation as possible or desired use of technology in crafts.

CONCLUSIONS AND DISCUSSION§ TPACK –model seems to be adaptable to measure Finnish teachers’ TPACK –skills.

§ Differences in teachers’ self-assessed TPACK -skills between differently educated teachers may indicate that specialization in subject leads into more confindence in CK, TCK and PCK, as well in TK.

§ Class teachers education provided stronger PK than pure crafts teachers’ education. This reflects similarly to PCK and TCK between crafts teachers and tecaher with both eligibilites.

§ TPACK –constituents elements are recognizably used by teachers in their speech, even when not familiar with TPACK -model.

§ Class teachers emphasize pedagogical reasoning when making decisions of ICT use, and are eager to get professional training in order to apply ICT into their teaching.

More research is needed…

…in order to corroborate these findings and to understand TPACK constituents relations in crafts?

…off interest of whether self-assessment of TPACK constituents changes after teachers receive training?

Action research designs are where pedagogical and technical support is provided for teachers with a pre- and post-assessment of TPACK skills.

However, more research is needed incorporating not only the teachers’ views, but also studentsexperiences and performances..

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