TPACK in practice: A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teachers of English

Year 2014, Volume: 3 Issue: 3, 153 - 166, 28.11.2014

Gökçe Kurt Ayşe Akyel , Zeynep Koçoğlu , Punya Mishra

Abstract

The issue of what teachers need to know about technology for effective teaching has been the centre of intense debate in the recent past. Technological Pedagogical Content Knowledge (TPACK) has been proposed as a conceptual framework to describe the knowledge base teachers need for effective technology integration. The present study aimed to investigate whether and/or how Turkish pre-service teachers of English reflected their TPACK, as developed in a design study integrating coursework and field experiences, on their lesson plans and implementation. Analysis of the data coming from the lesson plans and classroom observations of three cases revealed that pre-service teachers considered the relationship among content, pedagogy and technology while planning and implementing their lessons. 

Keywords

TPACK, technology integration, pre-service teacher education, teacher knowledge, case study

References

• Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPACK: Advances in technological pedagogical content knowledge (TPACK). Computers & Education, 52(1), 154-168.
• Bullock, D. (2004). Moving from theory to practice: An examination of the factors that pre- service teachers encounter as the attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211–237.
• Cavin, R. M. (2007). Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study. (Unpublished doctoral dissertation). The Florida State University.
• Dexter, S., & Riedel, E. (2003). Why improving pre-service teacher educational technology preparation must go beyond the college’s walls. Journal of Teacher Education, 54(4), 334–346.
• Doering, A., & Veletsianos, G. (2008). What lies beyond effectiveness and efficiency? Adventure learning design. The Internet and Higher Education, 11(3-4), 137-144.
• Graham, C., Borup, J., & Smith, N. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28(6), 530–546.
• Harrington, R. A. (2008). The development of pre-service teachers' technology specific pedagogy. (Doctoral dissertation, Oregon State University). Retrieved from Dissertation Abstracts International, 69, 03.
• Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based technology integration assessment rubric. In C. D. Maddux, D. Gibson, & B. Dodge (Eds.), Research highlights in technology and teacher education (pp. 323-331). Chesapeake, VA: Society for Information Technology & Teacher Education (SITE).
• Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In Maddux, C. (Ed.). Research highlights in technology and teacher education (pp. 99 - 108). Chesapeake, VA: AACE.
• Harris, J., Mishra, P., & Koehler, M. J. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
• Koehler, M. J., Mishra, P., Bouck, E., DeSchryver, M., Kereluik, K., Shin, T. S., & Wolf, L. G. (2011). Deep-play: Developing TPACK for 21st century teachers. International Journal of Learning Technology, 6(2), 146-163.
• Koehler, M. J., & Mishra, P. (2005a). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94-102.
• Koehler, M. J., & Mishra, P. (2005b). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Educational Computing Research, 32(2), 131-152.
• Koehler, M. J., Mishra, P., Kereluik, K., Shin, T.S., & Graham, C. (2013). The Technological Pedagogical Content Knowledge Framework. In M. J. Spector, M. D. Merrill, J. Elen & M. J. Bishop (Eds.) Handbook of research on educational communications and technology (pp. 101-111). New York: Springer.
• Koehler, M. J., Mishra, P., &Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762.doi: 10.1016/j.compedu.2005.11.012
• Koh, J., & Chai, C. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232.
• Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35–58.
• Kurt, G (2012). Developing technological pedagogical content knowledge of Turkish pre- service teachers of English through a design study. Unpublished doctoral dissertation, Yeditepe University, Turkey.
• Kurt, G., Mishra, P., & Kocoglu, Z. (2013). Technological pedagogical content knowledge development of Turkish pre-service teachers of English. 24th Society for Information and Teacher Education (SITE) International Conference, New Orleans, USA. March 25-29, 2013.
• 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.
• Mishra, P., Koehler, M. J., & Zhao, Y. (Eds.) (2007). Faculty development by design: Integrating technology in higher education. Greenwich, CT: Information Age Publishing.
• Niess, M. L. (2008). Guiding pre-service teachers developing TPCK. In J. Colbert, K. Boyd, K. Clarke, S. Guan, J. Harris, M. Kelly, & A. Thompson (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 223-250). New York, NY: Routledge.
• Pamuk, S. (2012). Understanding pre-service teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425–439.
• Peruski, L., Mishra, P., & Koehler, M. J. (2007). Developing technological pedagogical content knowledge (TPCK) through teaching online. In C. Crawford et al (Eds.), Proceedings of society for information technology and teacher education international conference.
• Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Retrieved November 10, 2014 from http://www.marcprensky.com/writing/default.asp
• 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 pre-service 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.
• Shulman, L.S. (1986). Those who understand: A conception of teacher knowledge. American Educator, 10(1), 9-15, 43-44.
• Suharwoto, G. (2006). Secondary mathematics pre-service teachers’ development of technology pedagogical content knowledge in subject-specific, technology- integrated teacher preparation program. Unpublished doctoral dissertation. Oregon State University, Corvallis, OR.