You are here:

Unpacking TPACK: TPK Characteristics Supporting Successful Implementation
PROCEEDINGS

, , Brock University, Canada

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Competent teachers foster meaningful learning when they demonstrate the ability to connect subject matter content and pedagogical processes in ways that promote effective student learning in that content area. Using the TPCK model proposed by Koehler & Mishra (2006), this paper outlines specific Technological Pedagogical Knowledge (TPK) characteristics for supporting pre-service teachers’ effective integration of technology into classroom practice. The characteristics emerged from a cross-case analysis of data sources from a qualitative study of four pre-service teachers who planned and taught technology-enhanced lessons during a 7-week practice-teaching block at two K-8 schools. Data sources included pre and post focus group interviews, individual interviews, planning and support sessions, lesson plans, and observations of pre-service teachers’ classroom practice. Findings indicated that TPK characteristics were described by participants as significant to the success of initial technologically-enhanced lesson implementations.

Citation

Figg, C. & Jaipal, K. (2009). Unpacking TPACK: TPK Characteristics Supporting Successful Implementation. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4069-4073). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

Keywords

View References & Citations Map

References

  1. Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers: Are we thinking with technology. Journal of Research on Technology in Education, 35 (3), 342–361.
  2. Erickson, G., Author, K., Mayer-Smith, J., Nicol, C., & Westrom, B. (2003). A faculty study of technology practices-understanding pre-service teachers’ competencies and attitudes to learning technologies. Paper presented at the meeting of the 2003 Canadian Society for the Study of Education (CSSE), Halifax, NS.
  3. Grove, K., Strudler, N. & Odell, S. (2004). Mentoring toward technology use: Cooperating teacher practice in supporting student teachers. Journal of Research on Technology in Education, 37(1), 85–108.
  4. Harris, J.B., Mishra, P., & Koehler, M.J. (2007). Teachers’ technological pedagogical content knowledge: curriculum-based technology integration reframed. Paper presented at the 2007 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
  5. Hughes, J. (2005). The role of teacher knowledge and learning experiences informing technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 227–302.
  6. Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008) Meaningful learning with technology. Upper Saddle River, NJ: Pearson.
  7. Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.) Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge.
  8. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017–1054.
  9. Niess, M.L. (2005) Scaffolding math learning with spreadsheets. Learning& Leading with Technology, 32(5), 24– 25, 48.
  10. Patton, M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: SAGE Publications.
  11. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4– 14.
  12. Suharwoto, G., & Niess, M. (2001). How Do Subject Specific Teacher Preparation Program that Integrate Technology Throughout the Courses Support the Development of Mathematics Preservice Teachers' TPCK (Technology Pedagogical Content Knowledge)? Retrieved June 12, 2008 from http://eusesconsortium.org/docs/Site_With_Gogot.pdf
  13. Thompson, A., & Mishra, P. (2008) Breaking news: TPCK becomes TPACK! Journal of Computing for Teacher Educators, 24(2), 38.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Using Informal Learning of Makerspaces to Enhance Technological Pedagogical and Content Knowledge (TPACK)

    Candace Figg, Rowsell Jennifer, Welbourn Shannon & Kimberly Pelchat, Brock University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2037–2040

  2. Using TPACK-in-Practice Workshops to Enable Teacher Candidates to Create Professional Development Workshops that Develop Tech-Enhanced Teaching

    Candace Figg & Kamini Jaipal, Brock University, Canada

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5040–5047

  3. Using TPACK-in-Practice to Design Technology Professional Learning Opportunities for Teachers

    Kamini Jaipal & Candace Figg, Brock University, Canada; Jenny Burson, University of Texas, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4710–4717

  4. Using eBooks to Develop TPACK: Teacher Candidates Get ‘Handy’ for Class

    Candace Figg & Burson Jenny, Brock University, Canada

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4340–4345

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.