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Full-Text Articles in Education
Epistemic Cognition And Motivation, Jason A. Chen, Michael M. Barger
Epistemic Cognition And Motivation, Jason A. Chen, Michael M. Barger
Book Chapters
Why do you want to teach? What are the reasons you decided to major in philosophy in college? Why did you consult three different physicians and comb through hundreds of medical journals just to find out whether you should have your daughter vaccinated—isn’t asking your own doctor sufficient? Motivation is at the root of all of these types of questions. Motivation researchers are primarily concerned with the cognitive processes by which people initiate and sustain behaviors. For example, if a group of teachers indicate they decided to teach because they believe ensuring the next generation of young people enters their …
Science Teachers’ Beliefs: Perceptions Of Efficacy And The Nature Of Scientific Knowledge And Knowing, Jason A. Chen, David B. Morris, Nasser Mansour
Science Teachers’ Beliefs: Perceptions Of Efficacy And The Nature Of Scientific Knowledge And Knowing, Jason A. Chen, David B. Morris, Nasser Mansour
Book Chapters
As we write this chapter, teachers across the United States are preparing for their first days of school. Besides the excitement associated with teaching students who are newly energized after a long summer break, science teachers also come into the school year with a host of beliefs that may well shape the ways in which they teach and may ultimately have some bearing on their students’ overall experiences with science. Although there are countless beliefs that teachers hold with regard to science, in this chapter we focus specifically on two beliefs that have received the most research attention—teachers’ self-efficacy, which …
The Construct Is In The Eye Of The Beholder: School Districts’ Appropriations And Reconceptualizations Of Tpack, Judi Harris, Mark J. Hofer
The Construct Is In The Eye Of The Beholder: School Districts’ Appropriations And Reconceptualizations Of Tpack, Judi Harris, Mark J. Hofer
Book Chapters
Despite debates about the specific parameters of its eight subcomponents, TPACK is generally understood within university-based teacher education communities as the knowledge needed to incorporate technologies—especially digital tools and resources—effectively in teaching and learning. How do professional development providers working within primary and secondary schools and districts conceptualize and operationalize TPACK? Our study of educational technology-related professional development in seven North American schools and districts in seven states/provinces found that educational leaders’ discussion and operationalization of the TPACK construct differs from that of university-based researchers in intriguing and important ways. In these organizations, TPACK was both appropriated to reconnect curriculum …
Tpack Research With Inservice Teachers: Where’S The Tck?, Mark J. Hofer, Judi Harris
Tpack Research With Inservice Teachers: Where’S The Tck?, Mark J. Hofer, Judi Harris
Book Chapters
Researchers are increasingly exploring the development and expression of experienced teachers’ technological pedagogical content knowledge (TPACK). While the majority of extant studies focus on evidence and growth of TPACK holistically, some have begun to distinguish teacher knowledge in TPACK’s subdomains, including technological pedagogical knowledge (TPK) and technological content knowledge (TCK). In reviewing this literature, one pattern has become apparent: teachers’ TPK is documented considerably more often than their TCK across studies that have disaggregated results according to these subdomains. This paper reviews the studies that together illustrate this trend, offering potential explanations and suggestions for further investigation.
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judi Harris, Neal Grandgenett, Mark J. Hofer
Testing An Instrument Using Structured Interviews To Assess Experienced Teachers’ Tpack, Judi Harris, Neal Grandgenett, Mark J. Hofer
Book Chapters
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 Rubric, Mark J. Hofer, Neal Grandgenett, Judi Harris, Kathy Swan
Testing A Tpack-Based Technology Integration Observation Rubric, Mark J. Hofer, Neal Grandgenett, Judi Harris, Kathy Swan
Book Chapters
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 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 teacher's written lesson plans (Harris, Grandgenett & Hofer 2010). We have now also developed a TPACK-based observation rubric that testing has shown …
Differentiating Tpack Development: Using Learning Activity Types With Inservice And Preservice Teachers, Mark J. Hofer, Judi Harris
Differentiating Tpack Development: Using Learning Activity Types With Inservice And Preservice Teachers, Mark J. Hofer, Judi Harris
Book Chapters
As teacher educators have begun to recognize and acknowledge the complexity of teacher knowledge for technology integration, currently conceptualized as technological pedagogical content knowledge (TPACK), researchers are exploring multiple ways to help inservice and preservice teachers develop this highly situated, interdependent professional knowledge. In this article we overview the Learning Activity Types (LAT) approach to TPACK-building that we have developed and are testing, documenting how we utilize the approach in differentiated ways for preservice and inservice teachers.
Testing A Tpack-Based Technology Integration Assessment Rubric, Judi Harris, Neal Grandgenett, Mark J. Hofer
Testing A Tpack-Based Technology Integration Assessment Rubric, Judi Harris, Neal Grandgenett, Mark J. Hofer
Book Chapters
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 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 (84.1%) …
Social Cognitive Theory And Mass Media Effects, Frank Pajares, Abby Prestin, Jason A. Chen, Robin L. Nabi
Social Cognitive Theory And Mass Media Effects, Frank Pajares, Abby Prestin, Jason A. Chen, Robin L. Nabi
Book Chapters
Bandura’s social cognitive theory is one of the most highly influential and widely celebrated theories in the field of social psychology. Thus, it is no surprise that its influence has extended into multiple fields, including communication and especially the study of media effects. Still, despite the enthusiasm with which media scholars have embraced social cognitive theory, its integration into media research is still in its infancy. The purpose of this chapter is first, to lay out the historical background and basic tenets of social cognitive theory. We will then explore the ways in which media effects scholars have integrated it …
Instructional Planning Activity Types As Vehicles For Curriculum-Based Tpack Development, Judi Harris, Mark J. Hofer
Instructional Planning Activity Types As Vehicles For Curriculum-Based Tpack Development, Judi Harris, Mark J. Hofer
Book Chapters
Teachers’ knowledge is situated, event-structured, and episodic. Technology, pedagogy and content knowledge (TPACK) – one form of highly practical professional educational knowledge – is comprised of teachers’ concurrent and interdependent curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ knowledge-in-action in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with the development of teachers’ TPACK, 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 the combining of technologically supported learning activity types within and …