This week I read five articles and will discuss the articles I read deeply. The first, by Mishra & Koehler (2007), was entitled Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. The second, by Niess, vanZee, & Gillow-Willes (2011), was entitled “Knowledge growth in teaching mathematic/science with spreadsheets: Moving PCK to TPACK through online professional development.” The third, by Harris & Hofer (2011), was entitled “Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning.” The fourth, by Saubern, Henderson, Heinrich, & Redmond (2020) was entitled, “TPACK – time to reboot?” The fifth was by Villa, Sedlacek, & Pope (2023), and entitled “I DiG STEM: A teacher professional development on equitable digital game-based learning.” I will delve into two of these.
In the first article, by Niess, vanZee & Gillow-Willes (2011), the authors describe what PCK and TPACK stand for as foundation. These mean Pedagogical Content Knowledge (PCK) and Technology, Pedagogy, and Content Knowledge (TPACK), respectively. The authors break this down, saying that TPACK need be further explored in the areas of recognizing, accepting, adapting, and exploring. PCK also needs further investigation as to integrated knowledge structure of subject area, knowledge of students, and knowledge of environmental context. With 12 teachers in a Masters program, the authors explored teachers’ level of development with integrated technology into five levels: 1-Recognizing (knowledge), 2-Accepting (persuasion), 3-Adapting (decision), 4-Exploring (implementation), and 5-Advancing (confirmation). All teachers were initially decided to be level 1-Recognizing. Then came a cross-case analysis. Accepting teachers used paper-and-pencil methods before using spreadsheets and were teacher-centered. Adapting and Exploring teachers were assessed to have higher knowledge and were student-centered in their approach to teaching, which was interesting. Teachers must continue to develop their TPACK was the finding of this paper. Overall I found this paper easy to read and very telling. Unlike other articles it did a good job focusing on the matter at hand and delving into a topic that doesn’t get enough centered coverage.
The second article, by Sauerburn et al. (2020), looked at what teachers need to know to develop technology in the classroom and how to develop knowledge of it. They used Mishra & Koehler’s 2006 model as the basis for what they found after reading 22 self-reported articles “on TPACK.” In fact the articles focused on the TPACK process and interconnectivity of the Mishra & Koehler diagram but was not the real focus of many articles at all. I did like the Mishra & Koehler diagram and see how it can be distracting but I also understand the authors’ point: writers were too distracted by the flashy circles to focus on technology in education. In the final paragraph of the article, the authors present some very interesting research questions I’d be interested to learn more about.
The articles I read for this week were highly interconnected. The article I read on my own, by Villa, Sedlacek, and Pope, was also on topic. I found all to informative and well-voiced not off-topic. I look forward to learning more about TPACK and its application to my own research.
References
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Niess, M., van Zee, E., & Gillow-Wiles, H. (2011). Knowledge growth in teaching mathematics/science with spreadsheets: Moving PCK to TPACK through online professional development. Journal of Digital Learning in Teacher Education, 27(2), 42–52.
Saubern, R., Henderson, M., Heinrich, E., & Redmond, P. (2020). TPACK–time to reboot?. Australasian Journal of Educational Technology, 36(3), 1-9.
Villa, A. M., Sedlacek, Q. C., & Pope, H. Y. (2023). I DiG STEM: A teacher professional development on equitable digital game-based learning. Education Sciences 13, 1-24.
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