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Developing a TPACK assessment framework for evaluating teachers’ knowledge and practice to provide ongoing feedback

, , , , Michigan State University, United States

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Record type: PROCEEDINGS

Abstract

This paper reports findings from investigations of visual artifacts (teachers’ surveys, interviews, and video clips) of Chinese teachers teaching English in China. The authors constructed a Technological Pedagogical Content Knowledge (TPACK) assessment framework for analyzing teachers’ incorporation of technology use in their teaching. The findings show that teachers do not understand how to integrate technology into their teaching and technology use was isolated from the delivery of content and pedagogy. The authors argue that curriculum developers should provide teachers with curriculum assessment framework to enhance teachers’ understanding and practicing of teaching with technology. This paper discusses the implications of teachers’ need for ongoing feedback by self-evaluating and peer assessment through using video or other technology tools, professional development, and learning communities for sharing their emerging experiences and feedback in teaching with technology.

Citation

Kang, J.J., Wu, M.L., Ni, X. & Li, G. (2010). Developing a TPACK assessment framework for evaluating teachers’ knowledge and practice to provide ongoing feedback. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1980-1983). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 19, 2019 from .

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