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Slides from Kurt, G., Mishra, P., & Kocoglu, Z. (2013, March). Technological pedagogical content knowledge development of Turkish pre-service teachers of English. Paper presented at the meeting of the Society for Information Technology and Teacher Education, New Orleans, LA.
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Dr. Gökçe Kurt, Marmara UniversityProf. Punya Mishra, Michigan State UniversityAssist. Prof. Zeynep Koçoğlu, Yeditepe University
TPACK Development of Turkish Pre-‐service
Teachers of English
• Teacher knowledge– effective integration of technology into their teaching (Koehler
&Mishra, 2005; Mishra & Koehler, 2006).
• What should teachers know about technology for effective teaching?
• Technological Pedagogical Content Knowledge (TPACK) – Conceptual framework for teacher knowledge needed for
effective technology integration (American Association of Colleges of Teacher Education, 2008; Koehler & Mishra, 2008; Mishra & Koehler, 2006).
Teacher Knowledge
– Teacher education -‐ a key area for the implementation of the TPACK framework (Maor & Roberts, 2011).
– Studies on the TPACK development of pre-‐service teachers (PTS) of different subject matters such as science, mathematics or social studies.
– Little research on the TPACK development of PTs of English
TPACK
(1) to examine the TPACK development of Turkish PTs of English as they participated into a study explicitly focusing on the framework of TPACK and designed following Learning Technology by Design approach;
(2) to investigate how, if at all, this knowledge was reflected in PTs’ lesson plans and presentations.
The Aims of the Study
• 22 Turkish PTs• enrolled in the final year of a four-‐year English
Language Teaching program of a state university in Istanbul, Turkey.
• all volunteers• no previous training on technology integration in
foreign/second language teaching
Methodology: Participants
• 12-‐week course was designed• 3 hours a week-‐ in a computer lab • The principles of the course design:
(1) skills were developed via Learning Technology by Design approach (Mishra & Koehler, 2006)
(2) design tasks were problem-‐centred (Merrill, 2002); (3) PTs worked collaboratively (socio-‐cultural theory)(4) PTs engaged in reflective practice (Schon, 1983).
Methodology: Procedure
• Week 1– Pre-‐data collection– Introduction to the
course– Discussion on the
importance of technology integration in 21st century
• Weeks 2, 3 & 4– Discussion on the meaning and
different uses of technology– Discussion on the importance of
technology integration for English Language Teaching ELT
– Introduction to TPACK
– Discussion on technology integration and design
– Tasks: Redefining a technology/ Searching letters in the
environment
Methodology: Procedure (cont.)
• Weeks 5&6– PTs’ collaborative
presentations on various technological tools
– Teaching their peers how to use the tool
– Focusing on its use for language teaching purposes
– Introduction to lesson planning:
PTs were supposed to (1) choose a unit from the
coursebook used in their practicum schools,
(2) identify the problems in that unit by considering the needs of the students in the
classes they observe, (3) focus on one problem, (4) and come up with a solution in
which they employ the appropriate technology
Methodology: Procedure (cont.)
• Weeks 7&8– Peer teaching of the
lesson plans – Receiving feedback from
the peers and the instructor
– Modifying the plans
• Weeks 9&10– Macro teaching at
practicum schools using the plans they modified
• Week 11– Sharing their
experiences of macro teaching
• Week 12– Evaluation of the course– Post-‐data collection
Methodology: Procedure (cont.)
• Quantitative data• the Survey of Pre-‐service Teachers’ Knowledge of
Teaching and Technology (Schmidt, et al., 2009).– 47 questions-‐ referring to the seven categories of the
TPACK framework – 5-‐point Likert scale– Covering the content areas of social studies,
mathematics, science and literacy, – Adaptation to English language teaching (29 items)– Piloting with 50 PTs
Data Collection and Analysis
• SPSS 13 statistical package.• Dependent means t-‐test • t-‐statistics, p-‐values and eta squared
Data Collection and Analysis (cont.)
Results (cont.)Scale Test M SD SE T Df p* Effect
Size
CK Pre 4.05 .46 .09 -‐4.88
21 .000
.53CK
Post 4.61 .42 .09
-‐4.88
21 .000
.53
PK Pre 3.93 .49 .10 -‐4.16
21 .000
.55PK
Post 4.42 .49 .11
-‐4.16
21 .000
.55
PCK Pre 3.77 .61 .13 -‐4.12
21 .000
.55PCK
Post 4.50 .60 .13
-‐4.12
21 .000
.55
Results (cont.)Scale Test M SD SE T df p* Effect
Size
TK Pre 3.47 .69 .15 -‐5.87
21 .000
.62TK
Post 4.29 .44 .09
-‐5.87
21 .000
.62
TCK Pre 3.41 .91 .19 -‐7.09
21 .000
.74TCK
Post 4.64 .49 .1o
-‐7.09
21 .000
.74
TPK Pre 3.39 .66 .14 -‐7.66
21 000 .75TPK
Post 4.67 .40 .08
-‐7.66
21 000 .75
Results (cont.)
Scale Test M SD SE T df p* Effect Size
TPACK Pre 2.82 .65 .14 -‐9.41
21 .000
.81TPACK
Post 3.76 .37 .08
-‐9.41
21 .000
.81
• The development of TPACK and its components– Coursework explicitly focusing on the TPACK framework, – Developing skills using the Learning Technology by Design
approach – Collaborative work– Problem-‐based tasks– Combining coursework with fieldwork
Discussion
• TPK-‐ The highest mean score (4.67) – PTs’ very high confidence in choosing technologies that
enhance the teaching approaches and students’ learning in a lesson.
• The qualitative data (written reflections, interviews, lesson plans, classroom observations) collected from purposefully selected 6 cases supported the findings of the TPACK survey. – At the beginning-‐ technology in isolation. – Later-‐ technology in relation to content and pedagogy – Lesson plans and their implementation-‐ technology
integrated effective lessons.
Discussion (cont.)
(1) Technology related courses-‐ explicit focus on TPACK(2) PTs becoming designers of their own lessons(3) Integration of coursework with fieldwork.
Implications for Teacher Education Programs
About the study…
Our blog
Tasks: Letters in the environment & Repurposing
Tool Presentations
Tool presentations
Tool presentations
PTs as designers
PTs as designers
• Example student recordings
PTs as designers
• Example student recordings
PTs as designers
• Example student recordings
PTs as designers
• American Association of Colleges for Teacher Education (AACTE) Committee on Innovation and Technology. (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. NewYork:Routledge
• Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-‐152.
• Koehler, M. J., & Mishra, P. (2008). Introducing technological pedagogical knowledge. In AACTE (Eds.), The handbook of technological pedagogical content knowledge for educators, pp. 3-‐30. Routledge / Taylor & Francis Group for the American Association of Colleges of Teacher Education.
• Maor, D. & Roberts, P. (2011). Does the TPACK framework help to design a more engaging learning environment?. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 3498-‐3504). Chesapeake, VA: AACE.
• Merrill, M.D. (2002). First principles of instruction. Educational Technology, Research and Development, 50(3), 43–59.
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-‐1054. doi:10.1111/j.1467-‐9620.2006.00684.x
• Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-‐149.
• Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
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