Csse2015 designing effective technology enhanced science instruction

Designing Effective Technology-enhanced Science Instruction:

Applying the TPACK Design Framework

Kamini Jaipal-Jamani, Candace Figg Brock University

Purpose

• Introduce The TPACK Design Framework for Assessing Technology-enhanced Instruction

• Demonstrate its utility for designing effective technology-enhanced science instruction

Theoretical Perspectives

• Characteristics of effective science learning

• Standards for effective science teaching

• Characteristics of effective technology-enhanced instruction

Effective Science Learning

“vision of the scope and nature of the education in science, engineering, and technology needed for the 21st century”

(p. 8).

National Research Council (NRC; 2012)



• Asking questions (for science) and defining problems (for engineering)

• Developing and using models• Planning and carrying out

investigations• Analyzing and interpreting data



• Using mathematics & computational thinking

• Constructing explanations (for science) & designing solutions (for engineering)

• Engaging in argument from evidence• Obtaining, evaluating, &

communicating information (p. 42).

Effective Science Teaching

• The content of science (concepts, theories, principles, relationships),

• The nature of science (historical and cultural development of science and the evolution of knowledge in a discipline),

• The practices of science (methods of scientific inquiry such as asking questions and collecting data),

Effective Science Teaching

• The social issues related to science and technology (making decisions and taking action on contemporary science, technology, society, environment-related issues)

• Content specific pedagogy (pedagogical content knowledge—PCK), & general pedagogical strategies (general teaching skills).

Effective Technology-enhanced Teaching

• TPACK Framework describes how technological knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK), interact (Mishra & Koehler, 2006)



• Framework of TPACK-in-Practice identifies explicit characteristics and actions in practice which promote effective technology-enhanced teaching (Jaipal & Figg, 2010)



Problem

How to promote effective technology-enhanced science teaching . . .• Assist teachers in assessing the appropriateness

of digital technologies to address science learning goals and 21st century learning skills

• Make teachers aware of how to use the components of TPACK to design and assess their technology-enhanced science instruction

TPACK Design Framework for Assessing Technology-enhanced

Instruction

• Organised broadly according to the components of TPACK, and

• Used specific characteristics and actions from the Framework of TPACK-in Practice to create the criteria (questions to ask) for to design technology-enhanced instruction.

Designing and Assessing Technology-enhanced Science

Instruction

Content Learning Goal?

Type of Instruction

Fits Learning

Goal?

Type of Activities?

Best way to represent content?

Technology best suited

to teach content?

Need to know to

use tech in teaching?

Tech affect nature of content?

Computing devices to be used?

Technical skills

needed to use?

Type of instruction best suited to learning

goal & tech?

How can tech best be used to represent

content, learning needs & context?

Activity type best

supports instruction?

Items prepared to

support instruction?

Pedagogical constraints

of tech in the classroom?

Educational Significance

• Science and technology are natural partners and support the development of each other. (McCrory, 2008),

• The TPACK Design Framework is proposed as a guide to support science educators design, implement, and reflect on technology-enhanced science instruction in ways that develop science knowledge and skills and 21st century learning skills through the integration of digital technologies relevant to the digital learner.

• Engaging with the TPACK Design Framework involves a recursive process that also supports the development of teachers’ TPACK knowledge in the area of science instruction.

ReferenceJaipal-Jamani, K, & Figg, C. (2015). TPACK Knowledge

Supporting Design of Effective Technology-enhanced Science Instruction for Digital Learners. In M. S. Khine (Ed.), New Directions in Technological and Pedagogical Content Knowledge Research: Multiple Perspectives (pp. 11-36). Charlotte, North Carolina: Information Age Publishing.

Contact Information:Kamini Jaipal Jamani: [email protected] Figg: [email protected]

mailto:[email protected]

mailto:[email protected]