Introducing SW-TPACK

Norma Schropshire

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2517–2523

This work-in-progress presentation addresses a research gap of the pedagogical knowledge required of social work faculty to competently prepare to teach with technology in distance education programs. Situated in Mishra and Koehler’s (2006)...

Topics: faculty development, Distance/Flexible Education, Technological, Pedagogical Content Knowledge (TPACK)

Measuring TPACK: Part 2

Joke Voogt; Punya Mishra; Ann Thompson; Denise Crawford; Wei Wang; Dale Niederhauser; Petra Fisser; Jo Tondeur; Johan van Braak; Ayoub Kafyulilo; Douglas Agyei

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2484–2487

Abstract: This symposium discusses several ways in which (pre-service) teachers’ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the...

MOOCs, Communities and Distributed TPACK

Paolo Paolini; Nicoletta DI Blas; Aldo Torrebruno

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3364–3369

This paper is about TPACK as a model for explaining the dynamics and informing the design of innovative, ICT-based, educational experiences. The main thesis is that the TPACK model, in its more advanced versions, provides the necessary concepts to...

Topics: New Possibilities with Information Technology Education, Digital Storytelling/Video, Technological, Pedagogical Content Knowledge (TPACK)

TPACK Growth at a Distance

Kathryn S. Lee; Yungwei Hao; Shaunna Smith

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 382–387

As part of a larger mixed methods study, this paper is reporting on the TPACK development of twelve graduate students enrolled in a teaching methods distance learning course at a large southwestern university in Texas. The TPACK survey was...

Topics: Distance Education, Teaching Methods, Distance/Flexible Education

TPACK as shared, distributed knowledge

Hæge Nore; Kirsti L. Engelien; Monica Johannesen

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3920–3925

This article is summing up experiences from five years of Learning Networks established to facilitate the implementation of basic skills in all subjects and on all levels of primary and secondary education in Norway. Among the basic skills is...

An International Investigation of TPACK

Petrea Redmond; Yehuda Peled

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3384–3389

Effective technology integration requires knowledge and skills of three key interdependent knowledge areas: pedagogical content knowledge, technology content knowledge and technological pedagogical knowledge. At the intersection of all these...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

What Is Technological Pedagogical Content Knowledge (TPACK)?

Mathew J. Koehler; Punya Mishra; William Cain

Journal of Education Vol. 193, No. 3 (2013) pp. 13–19

This paper describes TPACK, technological pedagogical content knowledge (originally TPCK), a teacher knowledge framework for technology integration that builds on Lee S. Shulman's construct of pedagogical content knowledge to include technology...

Development of the TTF TPACK Survey Instrument

Romina Jamieson-Proctor; Peter Albion; Glenn Finger; Rob Cavanagh; Robert Fitzgerald; Trevor Bond; Peter Grimbeek

Australian Educational Computing Vol. 27, No. 3 (2013) pp. 26–35

One of the major outcomes from the national Teaching Teachers for the Future (TTF) Project in 2011 was the development and statistical validation of a survey instrument to measure the Technological Pedagogical Content Knowledge (TPACK) of pre...

Learning by Design: TPACK in Action

Liangyue Lu; Laurene Johnson; Leigh Tolley; Theresa Gilliard-Cook; Jing Lei

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4388–4395

Effective technology integration requires teachers to construct technological pedagogical content knowledge (TPACK). To help teachers develop TPACK, Learning by Design (LBD) is one promising instructional model for creating such a learning...

Unpacking TPACK: TPK Characteristics Supporting Successful Implementation

Candace Figg; Kamini Jaipal

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4069–4073

Competent teachers foster meaningful learning when they demonstrate the ability to connect subject matter content and pedagogical processes in ways that promote effective student learning in that content area. Using the TPCK model proposed by...

Teachers' Rationale as Evidence of TPACK

Kimberly McCollum; Jered Borup; Charles Graham

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4408–4410

This presentation will describe the methodology of and report on the results from a study investigating pre-service teachers' rationale when making decisions about technology-enhanced lessons. The presenters will argue that the reasoning used by...

A TPACK Development Model with Specified Constructs

Derya Baser; M. Yasar Ozden

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5012–5015

The purpose of this study to explore what preservice foreign language teachers perceive as the required knowledge and skills for successful technology integration. The study aims to identify specific knowledge types that are necessary for technology ...

SITE Input for Mathematics TPACK Standards

Kathryn Shafer; Margaret Niess

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) p. 4541

This panel continues a task started at the Association of Mathematics Teacher Educators' 2008 annual conference, in which the technology committee began work on the development of TPCK standards for mathematics education. The goal is a set of...

TPACK: A Framework for the CITE Journal

Glen Bull; Lynn Bell

Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 1–3

During the same era in which this concept was being articulated, several teacher educator content associations and educational technology associations formed a collaborative organization. The participating representatives possessed a common belief...

PCK and TPCK/TPACK: More than Etiology

Michael Phillips; Judi Harris

Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2109–2116

In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for teaching, within which PCK was originally situated....

Topics: Technological, Pedagogical Content Knowledge (TPACK)

Explicitly Addressing TPACK in Preservice Teacher Curriculum

Mia Kim Williams; Keith Wetzel; Teresa Foulger; Todd Kisicki; Lisa Giacumo

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4429–4434

What does TPACK look like in preservice teacher preparation programs? This project explores candidates’ knowledge and experiences after participation in a TPACK-focused learning unit. This research uses mixed methods of survey data, interview and...

TPACK and Technology Using Teacher Assessment Practices

Lara Ervin

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4239–4243

This study seeks to add to the body of research around the TPACK framework through an investigation into the current practices of self-identified technology-using teachers. The research will focus on how these teachers use technology to assess...

An Elaborated Model of the TPACK Framework

Susan Cox; Charles Graham

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4042–4049

The introduction of the TPACK Framework has facilitated new and more rigorous study of teachers’ knowledge and use of technology in the classroom. However, the community interested in TPACK is still striving to develop a common understanding of what ...

Mathematics Teacher TPACK Standards and Development Model

Margaret L. Niess; Robert N. Ronau; Kathryn G. Shafer; Shannon O. Driskell; Suzanne R. Harper; Christopher Johnston; Christine Browning; S. Asli Özgün-Koca; Gladis Kersaint

Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 4–24

What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and...

Topics: Educational Technology, Preservice Teacher Education, Professional Development, Mathematics, Teachers

What is Technological Pedagogical Content Knowledge (TPACK)?

Matthew Koehler; Punya Mishra

Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 60–70

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee...

Topics: Teaching Methods, Teachers, Educational Technology, Professional Development, Curriculum

Open Educational Resources (OERs) for TPACK Development

Mark Hofer; Judi Harris

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2872–2877

We have developed customizable, modularized, TPACK-based online short courses that are designed to help elementary and secondary preservice teachers learn to plan technologically enhanced, curriculum-based lessons, projects, and units. We offer...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

Insights into pre-service teachers’ TPACK

Teemu Valtonen; Sini Kontkanen; Jari Kukkonen; Erkko Sointu; Susanna Pöntinen

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2489–2496

This research focuses on pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK). Research data consists of 61 lesson plans written by second-year pre-service teachers in a Finnish teacher education department. The lesson plans...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

Investigating In-Service Teachers' Workplace TPACK Development

Michael Phillips

Australian Educational Computing Vol. 28, No. 2 (2013) pp. 21–31

Technological, pedagogical and content knowledge (TPACK) provides a theoretical lens which attempts to identify the nature of knowledge required by teachers for technology integration in their teaching. While there have been hundreds of studies that ...

Preservice Teachers + Pinterest = TPACK in Action

Paulette Stefanick; Debbie VanOverbeke

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3434–3437

This survey research study investigated the development of Pinterest boards by preservice teachers for use in math and reading methods courses and accompanying field experiences. After completing the Pinterest activities, 39 (34 females, 5 males)...

Topics: English Education, Technological, Pedagogical Content Knowledge (TPACK), mathematics education

TPACK Teacher Preparation for Elementary Education

Mark Warner

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3126–3133

This paper presentation demonstrates how TPACK and problem-based learning are woven in the fabric of a successful teacher preparation course final project. As a final project, elementary education content area pedagogy students are required to work...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

Refining TPACK Rubric through Online Lesson Plans

Mete Akcaoglu; Kristen Kereluik; Greg Casperson

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4260–4264

The purpose of this research study was twofold. First, we sought to refine a rubric originally created to assess the pre-service teachers' TPACK. Second and in doing the first, we sought to assess lesson plans created by leading technology companies ...

The Validation of an Instrument Measuring TPACK

Nicolette Burgoyne; Charles R. Graham; Richard Sudweeks

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3787–3794

The TPACK framework is becoming increasingly pervasive in teacher education. Researchers and practitioners have been seeking reliable and valid ways to measure the constructs associated with the TPACK framework. This paper describes the development...

Preservice Secondary Mathematics Teachers’ Beliefs and TPACK

Somin Kim

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2528–2530

This study examines four preservice secondary mathematics teachers’ beliefs about the nature of mathematics, learning and teaching mathematics, and the use of technology, and their technological pedagogical content knowledge (TPACK). For this study, ...

Topics: mathematics education, Technological, Pedagogical Content Knowledge (TPACK)

Measuring TPACK in Vietnam: Issues still remain

Kathy Jordan; Huong Dinh; Jennifer Elsden-Clifton

EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 851–856

Abstract: In recent times, there has been a lot of research interest in the TPACK framework particularly in the United States and Australia, which seeks to explain the knowledge that teachers need to integrate ICT into practice (Abbitt 2011....

Topics: Implementation Experiences, improving classroom teaching

National Technology Leadership Coalition TPACK Initiative: Illustrating TPACK through Video-based Teaching Cases

Mike Searson; David Slykhuis; John Lee; Mark Hofer; Glen Bull

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) p. 5095

SITE is collaborating with peer associations in the National Technology Leadership Coalition (NTLC) to develop video-based teaching cases illustrating effective use of TPACK. Participating associations developing pilot teaching cases include the...

Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures?

Aaron Drummond; Trudy Sweeney

British Journal of Educational Technology Vol. 48, No. 4 (June 2017) pp. 928–939

In recent years, approaches to developing teacher competency in technology integration have moved away from an over emphasis on technological knowledge, to focus on the essential connections between technology, pedagogy and content knowledge (TPACK) ...

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Syh-Jong Jang; Meng-Fang Tsai

Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research...

Pre-Service Teachers' TPACK Development and Conceptions through a TPACK-Based Course

Levent Durdu; Funda Dag

Australian Journal of Teacher Education Vol. 42, No. 11 (2017)

This study examines pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) development and analyses their conceptions of learning and teaching with technology. With this aim in mind, researchers designed and implemented a computer-...

TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK)

Joyce Hwee Ling Koh; Ching Sing Chai; Lee Yong Tay

Computers & Education Vol. 78, No. 1 (September 2014) pp. 20–29

In school-based environments, teachers need to consider contextual factors such as the availability of technology and school policies as they apply TPACK to address instructional problems. However, qualitative TPACK studies tend to exemplify the...

Language: English

Exploring Relationships among TPACK Components and Development of the TPACK Instrument

Sonmez Pamuk; Mustafa Ergun; Recep Cakir; H Bayram Yilmaz; Cemalettin Ayas

Education and Information Technologies Vol. 20, No. 2 (June 2015) pp. 241–263

Educators' interest in technological pedagogical content knowledge (TPACK) has been increasing. In parallel with implementations of TPACK-based activities taking place in different settings, efforts for assessing effectiveness of those activities...

Internships and TPACK: The impact of student teaching on novice teachers' self-perceived TPACK.

Jason Trumble

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3086–3090

Preservice teacher education programs are the foundation of the future generations of teachers, and the pinnacle of beginning teacher training is the internship experience. A gap in educational literature exists in relation to the role of the...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

Exploring the TPACK of Taiwanese Secondary School Science Teachers Using a New Contextualized TPACK Model

Syh-Jong Jang; Meng-Fang Tsai

Australasian Journal of Educational Technology Vol. 29, No. 4 (2013) pp. 566–580

Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing...

Topics: Teachers, Gender

Unpacking Performance Indicators in the TPACK Levels Rubric to Examine Differences in the Levels of TPACK

Aleksandra Kaplon-Schilis; Irina Lyublinskaya

Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2074–2083

This paper presents the case study that focuses on examining the differences between levels of Technological Pedagogical Content Knowledge (TPACK) of preservice special education elementary school teachers taking the graduate level course...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

Auditing the TPACK Confidence of Australian Pre-Service Teachers: The TPACK Confidence Survey (TCS)

Peter Albion; Romina Jamieson-Proctor; Glenn Finger

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3772–3779

This chapter describes the construction and validation of an instrument to measure teachers’ Technological Pedagogical Content Knowledge (TPACK). The TPACK Confidence Survey (TCS) contains scales that measure teachers’ attitudes toward using ICT;...

Teachers’ TPACK Competency Developed and Observed in EFL Classrooms: The Impact of TPACK-in-Action Workshops

Shu-Ju Diana Tai

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 49–56

The purpose of the study is to investigate how the TPACK-in-Action teacher education intervention that advocates the learning-by-doing approach contributes to the development of teachers' TPACK competency and how the competencies were adopted into...

Topics: Technological, Pedagogical Content Knowledge

The TPACK Teacher Game: Gamifying Technological Pedagogical and Content Knowledge (TPACK)

Candace Figg; Kamini Jaipal Jamani; Katia Ciampa

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2496–2500

The TPACK Teacher Game is an online game that applies game mechanics to course textbook materials in order to explicitly teach the TPACK knowledge needed for effective technology enhanced teaching practice, specifically identified by the Framework...

Topics: Technological, Pedagogical Content Knowledge

A construct map for TPACK: developing an empirically derived description of increasing TPACK proficiency

Ralph Saubern; Daniel Urbach; Matthew Koehler; Michael Phillips

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2508–2516

Over the last ten years, the TPACK model has had a major influence on research into technology integration in education and been adopted for research across a wide variety of contexts. While this research has provided a valuable contribution to our...

Topics: Research & Evaluation, Technological, Pedagogical Content Knowledge (TPACK)

Teaching Teachers TinkerPlots (v2): Achieving a TPACK Balance

Kathryn Shafer

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4881–4885

One of the challenges faced by mathematics teacher educators (when creating professional development opportunities) is attending to the specific needs of teachers who possess different strengths within the TPACK Framework. Since the TPACK Framework...

Reinventing TPACK, STEM Teaching and Leadership in an Urban Context

Punya Mishra; Leigh Graves-Wolf; Sonya Gunnings-Moton; Christopher Seals; Rohit Mehta; Inese Berzina; Swati Mehta; Akesha Horton; Kyle Shack; Candace Marcotte; Missy Cosby; Dakota Pawlicki

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2212–2216

This symposium discusses the pedagogical make up and impact of the MSU-Wipro UrbanSTEM & Leadership Fellowship program on teacher practices, efficacy, and competence. We will describe our instructional approach, which uses the educative experience ...

Topics: Creativity, Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies

Planning for Deep Learning Using TPACK-based Learning Activity Types

Judi Harris; Mark Hofer

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2864–2871

Teaching for students’ deep learning, while rooted in venerable 20th-century educational research and theory contributed by Vygotsky, Dewey, and others, is taking on a new urgency as heretofore theoretical depictions of 21st-century learning are...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

E-Books and TPACK: What Teachers Need to Know

Jeremy S. Brueck; Lisa A. Lenhart

Reading Teacher Vol. 68, No. 5 (February 2015) pp. 373–376

Today's tech savvy young learners are equipped with a variety of technological tools used as easily as pencils and paper. Many reach for the laptop first when it's time to write or look for an ebook when it's time to read. Ebooks are...

Topics: Teachers, Literacy

Teacher Education Students Using TPACK in Science: A Case Study

Rachel Sheffield; Eva Dobozy; David Gibson; Jim Mullaney; Chris Campbell

Educational Media International Vol. 52, No. 3 (2015) pp. 227–238

Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest ...

Distributed and Dynamic TPACK: Evidences from a (Large) Case Study

Nicoletta Di Blas; Paolo Paolini

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2815–2821

The concept of “distributed TPACK” (SITE 2014) suggests that “distributing the knowledge across a system of resources and support is a more accurate and realistic depiction of what teachers actually do in the real setting of a classroom” with...

Topics: Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies, New Possibilties with Information Technologies

Using the TPACK framework to unite disciplines in online learning

Alan Anderson; Nicholas Barham; Maria Northcote

Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

This paper builds on a previous case study in which a group of lecturers from various disciplines were interviewed about their practice as facilitators of online learning. The lecturers' comments about their teaching practices revealed their...

Technology Modeling Effects on Early Childhood Teachers Self-assessed TPACK

Hsueh-Hua Chuang; Chao-Ju Ho

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1438–1443

This study aimed to investigate the modeling effects from the teacher education programs on the in-service early childhood teachers self-assessed technological pedagogical content knowledge (TPACK). The five modeling of technology uses during...