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Full-Text Articles in Education
Teacher Educators’ Professional Development In The 21st Century: Practicing What We Preach, Sandra Rodriguez-Arroyo, Wendy Loewenstein
Teacher Educators’ Professional Development In The 21st Century: Practicing What We Preach, Sandra Rodriguez-Arroyo, Wendy Loewenstein
Teacher Education Faculty Proceedings & Presentations
As teacher educators encourage teacher education candidates to incorporate new technologies (SmartBoard, hardware, software, web tools) into teaching, there is a need for them to serve as role models for their students. To move beyond a paper and pencil approach, teacher educators should advance their own technological knowledge and apply it in their teaching. The focus of this brief paper is on the steps taken to encourage teacher educators at a Midwest institution to incorporate new technologies into their teaching. This professional development is still a work in progress, as teacher education faculty work in collaboration with an instructional technology …
Teacher Educators’ Professional Development In The 21st Century: Practicing What We Preach, Sandra Rodriguez-Arroyo, Wendy Loewenstein
Teacher Educators’ Professional Development In The 21st Century: Practicing What We Preach, Sandra Rodriguez-Arroyo, Wendy Loewenstein
Sandra Rodriguez-Arroyo
As teacher educators encourage teacher education candidates to incorporate new technologies (SmartBoard, hardware, software, web tools) into teaching, there is a need for them to serve as role models for their students. To move beyond a paper and pencil approach, teacher educators should advance their own technological knowledge and apply it in their teaching. The focus of this brief paper is on the steps taken to encourage teacher educators at a Midwest institution to incorporate new technologies into their teaching. This professional development is still a work in progress, as teacher education faculty work in collaboration with an instructional technology …
Tpack Development In Teacher Education: A Longitudinal Study Of Preservice Teachers In A Secondary M.A.Ed. Program, Mark Hoffer, Neal Grandgenett
Tpack Development In Teacher Education: A Longitudinal Study Of Preservice Teachers In A Secondary M.A.Ed. Program, Mark Hoffer, Neal Grandgenett
Teacher Education Faculty Publications
How does preservice teachers’ knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the development of participants’ technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants’ technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judith B. Harris, Neal Grandgenett, Mark Hofer
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judith B. Harris, Neal Grandgenett, Mark Hofer
Teacher Education Faculty Proceedings & Presentations
In 2010, the authors developed, tested, and released a reliable and valid instrument that can be used to assess the quality of inexperienced teachers’ TPACK by examining their detailed written lesson plans. In the current study, the same instrument was tested to see if it could be used to assess the TPACK evident in experienced teachers’ planning in the form of spoken responses to semi-structured interview questions. Interrater reliability was computed using both Intraclass Correlation (.870) and a score agreement (93.6%) procedure. Internal consistency (using Cronbach’s Alpha) was .895. Test-retest reliability (score agreement) was 100%. Taken together, these results demonstrate …
Testing A Tpack-Based Technology Integration Observation Instrument, Mark Hofer, Neal Grandgenett, Judith B. Harris, Kathy Swan
Testing A Tpack-Based Technology Integration Observation Instrument, Mark Hofer, Neal Grandgenett, Judith B. Harris, Kathy Swan
Teacher Education Faculty Proceedings & Presentations
Teachers’ knowledge for technology integration – conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) – is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of the types of knowledge represented by the TPACK construct, well-triangulated ways to assess demonstrated technology integration knowledge are needed. In 2009, three of the authors created and tested a rubric that was found to be a valid and reliable instrument to assess the TPACK evident in teachers’ written lesson plans (Harris, Grandgenett & Hofer 2010). We have now also developed a TPACK-based observation rubric that testing has …
“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen
“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies, Judith B. Harris, Mark J. Hofer, Denise A. Schmidt, Margaret R. Blanchard, Neal Grandgenett, Marcela Van Olphen
Teacher Education Faculty Publications
Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed …
Testing A Tpack-Based Technology Integration Assessment Rubric, Judith B. Harris, Neal Grandgenett, Mark Hofer
Testing A Tpack-Based Technology Integration Assessment Rubric, Judith B. Harris, Neal Grandgenett, Mark Hofer
Teacher Education Faculty Proceedings & Presentations
Although there is ever-increasing emphasis on integrating technology in teaching, there are few well-tested and refined assessments to measure the quality of this integration. The few measures that are available tend to favor constructivist approaches to teaching, and thus do not accurately assess the quality of technology integration across a range of different teaching approaches. We have developed a more “pedagogically inclusive” instrument that reflects key TPACK concepts and that has proven to be both reliable and valid in two successive rounds of testing. The instrument’s interrater reliability coefficient (.857) was computed using both Intraclass Correlation and a score agreement …