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Conducting Classroom Observations to Understand TPACK: Moving Beyond Self-reported Data PROCEEDINGS

, , Center for Technology in Learning & Teaching, Iowa State University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study reports the TPACK knowledge and competency observed in K-6 classrooms of exemplary teachers with the purpose of designing an observation instrument that documents specific teacher characteristics that align with the seven domains of TPACK. Participants are four elementary teachers who were recommended by administrators or technology directors of schools located in the Midwest in the US. Data were collected through two sources, observations and interviews. Based on the analysis of the data sets, 39 main codes within seven domains of the TPACK framework were identified (60 counting all subcodes). In addition to a full code name, each code contains definitions with examples from observation and interview data. Findings from the study provide a more in-depth way of understanding what TPACK “looks like” in a classroom and what specific characteristics contribute to a teacher’s ability to apply and foster the interplay between content, pedagogy and technology in classrooms.

Citation

Tai, S.J.D. & Crawford, D. (2014). Conducting Classroom Observations to Understand TPACK: Moving Beyond Self-reported Data. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2661-2664). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2018 from .

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