Category Archives: TPACK

New article on TPACK

Here is the second article from my dissertation on TPACK:

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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.

For the full paper, please click here.

TPACK and Professor Mishra

The framework of TPACK has been the focus of my research for almost 5 years. TPACK refers to the Technological Pedagogical Content Knowledge.  The framework was introduced by Mishra and Koehler and has been developed/discussed over time through a series of publications (e.g., Koehler, Mishra, Hershey, & Peruski, 2004; Koehler & Mishra, 2005; Mishra & Koehler, 2006; Koehler, Mishra, & Yahya, 2007). TPACK describes “how teachers’ understanding of technologies and pedagogical content interact with one another to produce effective teaching with technology” (Koehler & Mishra, 2008, p. 12). Here is its diagram (from tpack.org):

TPACK-new

Why did I focus on the development of TPACK in my PhD dissertation? As an instructor in the ELT department, I have been supervising pre-service teachers in their student teaching for several years. One of the very common problems I recognized in their micro and macro teachings was the ineffective use of technology. In many instances, I realized that PTs were using technology for the sake of using it. They did not have a “real” purpose for their technology integration. Besides, the technology they used did not bring any change to the teaching and learning process. I mean pre-service teachers were still using traditional teaching methods, classrooms were teacher-fronted and students were passive recipients of the input. Knowing about technology was not enough for teaching English with technology. In other words, teachers needed a specific type of knowledge for effective technology integration. That was TPACK. Since then, I have been designing my courses in the department to develop this specific type of knowledge in pre-service teachers. In the coming posts, I will be discussing how.

When I decided to focus on TPACK for my thesis, I contacted dear Professor Punya Mishra via e-mail and he was so kind to accept to help me throughout my study.  He guided me in the design of my study and provided invaluable help and support whenever I needed. I feel very privileged and lucky to have worked with him. He was present at my dissertation defence through Skype as one of the members of the committee. An unforgettable experience for me! Here is the post he wrote about my dissertation. He was also very kind to present a paper based on my dissertation at the SITE Conference (2013) held in New Orleans. Below you can find the abstract of the paper, its slides and the paper.

I owe a lot to Professor Mishra so I wanted my first post to be about him.

If you are interested in TPACK, please follow his page for the most informative posts and links to relevant sources.

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. Abstract retrieved from http://academicexperts.org/conf/site/2013/papers/38476/

Abstract: Changes having occurred in the field of education have affected the body of knowledge that teachers need to promote successful language learning of their students (van Olphen, 2008). The present study aims 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. Participants were 22 PTs enrolled in the ELT program of a state university in Istanbul, Turkey. During the 12-week study, PTs were informed about the TPACK framework, explored various technologies collaboratively, developed technological materials, designed technology-integrated lessons and taught in a real classroom setting. Data came from the adapted version of the Survey of Pre-service Teachers’ Knowledge of Teaching and Technology (Schmidt, et al., 2009). Results showed that there was a statistically significant increase in TK, TCK, TPK and TPACK scores of PTs of English from the beginning to the end of the study.

Here you can find the slides and the paper.