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Probing TPCK Usability – a Pilot Study on (not) Understanding TPCK by a Venn-Diagram.
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, Knowledge Media Research Center, Germany ; , University of Northern Colorado, United States ; , Arizona State University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

A recent review on TPACK research has concluded that there is great need for empirical research regarding the development of this specific knowledge base. Based on a Venn diagram visualization of the framework we created a graphic assessment tool to (a) tap into teachers’ understanding of the proposed TPACK sub-domains and to explore (b) the usefulness of this tool for professional development. Extending the common TPACK diagram, we introduced variability in size and amount of overlap of the basic sub-domains (TK, PK, CK). The pilot study presented here reports the results of semi-structured interviews with two German in-service teachers. Overall, the teachers’ understanding of the knowledge sub-domains raises important questions regarding our conceptualization of what TPACK is and how it could be further developed. The hypothesis derived for future research is that TPACK is related to both a better integration of the sub-domains as well as a better understanding of the distinct basic sub-domains.

Citation

Krauskopf, K., Williams, M.K. & Foulger, T. (2013). Probing TPCK Usability – a Pilot Study on (not) Understanding TPCK by a Venn-Diagram. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2198-2204). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .

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Cited By

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  • Assessing Inservice Teachers’ Perceptions of Their TPACK Development

    Tiffany Ohlson, Stephanie Wehry, Heather Monroe-Ossi, Bronwyn McLemore, Kelly Maki & Cheryl Fountain, Florida Institute of Education at the University of North Florida, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2598–2603

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