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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%) …