A Case Study of a TPACK-Based Approach to Teacher Professional Development:Teaching Science With Blogs
Kamini Jaipal-Jamani, Candace Figg, Brock University, Canada
CITE Journal Volume 15, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper presents a case study of a technology professional development initiative and illustrates how a workshop approach based on technology, pedagogy, and content knowledge (TPACK) was adapted for professional learning at a school site. The case further documents how three middle school science teacher participants developed knowledge about how to teach with technology as they planned and implemented a blog activity in science over a 4-week period. The design of the professional development was informed by the underlying assumptions of the TPACK framework and characteristics for effective professional development for science and technology-enhanced teaching. To obtain insights into the particular experiences of teachers as they participated in the onsite professional development, a naturalistic case study design was used. Data collection procedures included researcher field notes during workshop sessions and lessons, videotaped classroom observations, audiotaped interviews, and teacher and student lesson artifacts. Data on teachers’ planning and lesson implementation of the blog activity to Grade 8 students were analyzed using content analysis. Overall, the results indicate that TPACK is developed through a combination of workshop experiences and immediate application of knowledge gained in the workshop into practice in the real-life teaching context.
Jaipal-Jamani, K. & Figg, C. (2015). A Case Study of a TPACK-Based Approach to Teacher Professional Development:Teaching Science With Blogs. Contemporary Issues in Technology and Teacher Education, 15(2), 161-200. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2015 Society for Information Technology & Teacher Education
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Teachers’ Engagement with New Literacies as Support for Implementing Technology in the English/Language Arts Classroom
Melody Zoch, University of North Carolina at Greensboro, United States; Joy Myers, James Madison University, United States; Joy Myers, University of North Carolina at Greensboro, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 25–52
Steve Wall & Janice Anderson, University of North Carolina at Chapel Hill, United States
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 4 (December 2015) pp. 514–540
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