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TPACK Goes to Sixth Grade: Lessons from a Middle School Teacher in a High-Technology-Access Classroom
ARTICLE

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Journal of Digital Learning in Teacher Education Volume 28, Number 2, ISSN 2153-2974

Abstract

This is a qualitative study addressing the question: In what ways does a sixth grade middle school teacher show evidence of behaviors that fit the Technological Pedagogical Content Knowledge (TPACK) framework in the classroom? The researcher observed in this class, interviewed the teacher, and looked for evidence of the interplay between components of the framework. This teacher's class was particularly appropriate for this study because she was an experienced teacher her school district selected to pilot a classroom with many technologies, including one laptop for each student. Applying the TPACK theoretical framework to her classroom helps us better understand how the framework is translated into practice. Findings indicate that the teacher provided a foundation for the use of technology in content (language arts) and pedagogy (project-based learning). The teacher demonstrated technological pedagogical knowledge through well-planned classroom management practices as well as the interplay between components of the framework. Recommendations include the use of the TPACK framework as a lens for classroom observation and the need for additional cases to be used in professional development. (Contains 2 figures and 1 table.)

Citation

Wetzel, K. & Marshall, S. (2012). TPACK Goes to Sixth Grade: Lessons from a Middle School Teacher in a High-Technology-Access Classroom. Journal of Digital Learning in Teacher Education, 28(2), 73-81. Retrieved June 20, 2019 from .

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