CITE Journal Volume 15, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Since Mishra and Koehler’s (2006) description of technological pedagogical content knowledge (also known as TPACK), scholars have analyzed the various paths preservice and in-service teachers can take to develop their knowledge in each of the subdomains. However, the model of the overall framework can be confusing to teachers, as Venn diagrams are generally used for categorization. Furthermore, no representation of TPACK to date has presented a means to accurately reflect a teacher’s growth in knowledge over time. This paper proposes a visual and quantitative representation of TPACK that will help teachers better understand the TPACK framework and track their growth in the knowledge domains over time. A pilot study was conducted with 24 preservice science and mathematics teachers. Quantitative evidence indicated that an explanation of TPACK using a radar diagram was at least as effective as an explanation using a Venn diagram in terms of these students’ understanding of TPACK. Furthermore, the qualitative evidence supported the assertion that teachers would benefit from a way to track their growth in the essential knowledge areas encompassed by the framework.
Colvin, J.C. & Tomayko, M.C. (2015). Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge. Contemporary Issues in Technology and Teacher Education, 15(1), 68-84. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 23, 2019 from https://www.learntechlib.org/primary/p/147870/.
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Ming Tomayko, Towson University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2123–2127
TPACK Radar Diagrams - A Visual Quantitative Representation for Tracking Growth of Essential Teacher Knowledge
Julien Corven & Ming Tomayko, Towson University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2296–2301
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