TPACK Newsletter, Issue #7.1:
Special SITE & AERA Conference Issue

March-April 2010

Welcome to the seventh edition of the TPACK Newsletter, published four times each year between September and April. If you are not sure what TPACK is, please surf over to http://www.tpack.org/ to find out more.

Gratuitous Quote About Technology

“For a list of all the ways technology has failed to improve the quality of life, please press three.”  ~Alice Kahn

In This Issue

-1.      Gratuitous Quote About Technology
0. In This Issue (–> You are here)
1. Update on Newsletter
2.        TPACK SIG Meeting at SITE 2010 in San Diego
3.        Recent TPACK Publications & Presentations
4.        Recent TPACK-Related Dissertations
5.        TPACK at California Council on Teacher Education Spring Conference
6.        Coming up: TPACK at SITE
7.        Coming up: TPACK at AERA
8.        TPACK Work in Progress
9.        New Hybrid Ph.D. Program at Michigan State (Connecting with TPACK)
10.      Learning and Doing More with TPACK
–.         Un-numbered miscellaneous stuff at the end

1. Update on Newsletter

The TPACK newsletter currently has 707 subscribers!  In addition to being a palindromic number, this also represents a 9.2% increase in membership during the last two months.

Many thanks to those of you who sent in corrections so quickly to version 7.0 of his newsletter! We have incorporated them in this 7.1 edition.

2. TPACK SIG Meeting at SITE 2010 in San Diego

The TPACK SIG meeting is scheduled for Wednesday, March 31 from 8 – 9 AM in the Marina 3 room at the SITE Conference 2010 in San Diego, California. Please mark your calendars. More information about TPACK-related papers and presentations at SITE can be found below.

There are some leadership opportunities in the SIG that may be of interest to members (faculty and graduate students). We hope to welcome many at the meeting. We look forward to seeing you there.

3. Recent TPACK Publications & Presentations
Below are several recent TPACK publications and presentations that we know about. If you know of others that were shared within the past several months, please let us know (tpack.news.editors@wm.edu).

Articles/Chapters

• Blanchard, M. R., Harris, J., & Hofer, M. (2010). Grounded tech integration: Science. Learning & Leading With Technology, 37(6). 32-34.
• Figg, C. & McCartney, R. (2010). Impacting academic achievement with student learners teaching digital storytelling to others: The ATTTCSE digital video project. Contemporary Issues in Technology and Teacher Education, 10(1). Retrieved from http://www.citejournal.org/vol10/iss1/languagearts/article3.cfm
• Grandgenett, N., Harris, J., & Hofer, M. (2009). Grounded tech integration: Math. Learning & Leading With Technology, 37(3), 24-26.
• Groth, R., Spickler, D., Bergner, J., & Bardzell, M. (2009). A qualitative approach to assessing technological pedagogical content knowledge. Contemporary Issues in Technology & Teacher Education, 9(4), 392-411. Retrieved from http://www.citejournal.org/vol9/iss4/mathematics/article1.cfm
• Hardy, M. (2010). Enhancing preservice mathematics teachers’ TPCK. Journal of Computers in Mathematics and Science Teaching, 29(1), 73-86. Retrieved from http://www.editlib.org/p/33136
• Kramarski, B. & Michalsky, T. (in press). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction. Doi:10.1016/j.learninstruc.2009.05.003
• Lee, M. H. & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. Retrieved from http://www.springerlink.com/content/d510480505435104/
• Pan, N., Lau, H., Lai, W. (2010). Sharing e-learning innovation across disciplines: An encounter between engineering and teacher education. Electronic Journal of e-Learning. 8(1). Retrieved from http://www.ejel.org/Volume-8/v8-i1/v8-i1-art-4.htm
• Tanti, M., & Moran, W. (2009). Warts and all: Integrating ICT in teacher training. International Journal of Learning, 16, 641-655.
• Van Olphen, M., Hofer, M., & Harris, J. (2009-10). Grounded tech integration: Languages. Learning & Leading With Technology. 37(4), 26-28.
• Wang, Q. (2009). Guiding teachers in the process of ICT integration: Analysis of three conceptual models. Educational Technology,
  49(5), 23-27. Retrieved from http://qywang.myplace.nie.edu.sg/Publications.htm
• Whitehouse, P., McCloskey, E., & Ketelhut, D. J. (2009). Online pedagogy design and development: New models for 21^st century online teacher professional development. In J. O. Lindberg & A. D. Olofsson (Eds.), Online learning communities and teacher professional development: Methods for improved education delivery (pp. 247-262). Hershey, PA: IGI Global.
• Young, C., Hofer, M., & Harris, J. (2010). Grounded tech integration: English Language Arts. Learning & Leading With Technology, 37(5), 28-30.

Presentation(s)

Jamieson-Proctor, R., Finger, G. & Albion, P. (2010, April). Auditing the TPACK capabilities of final year teacher education students: Are they ready for the 21st century? Paper presented at the Australian Computers in Education Conference 2010, Melbourne, Australia. Retrieved from
http://acec2010.info/proposal/248/auditing-tpck-capabilities-final-year-teacher-education-students-are-they-ready-21st.pdf

4. Recent TPACK-Related Dissertations

The following TPACK-based dissertations have been released recently. There may be more… (and if so, you know whom to contact with that information 🙂

• Chase, E. (2009). Extension educators’ perceptions of the use of digital technology in their work. Michigan State University, Lansing, MI. AAT 3381427
• Nathan, E. J. (2009). An examination of the relationship between preservice teachers’ level of technology integration self-efficacy (TISE) and level of technological pedagogical content knowledge (TPACK). University of Houston, Houston, TX. AAT 3388727
• Sheffield, C. C. (2009). A multiple case study analysis of middle grades social studies teachers’ instructional use of digital technology with academically talented students at three high-performing middle schools. University of South Florida, Tampa, FL. AAT 3394182

5. TPACK at California Council on Teacher Education Spring Conference

The annual meeting of the California Council on Teacher Education (March 25 – 27, in San Jose) has a strong TPACK thematic focus. There will be keynote presentations and panel discussions led by TPACK regulars like Punya Mishra, Judi Harris, Glen Bull and Mario Kelly. http://www.ccte.org/conferences/

6. Coming up: TPACK at SITE 2010

Here is a list of presentations related to TPACK at the SITE conference at San Diego, March 29 – April 1. There are 34 papers, presentations, poster sessions and symposia related to TPACK that will be included in this conference. Please note the SIG meeting at 8 – 9 am on Wednesday, 3/31/10 as well. Specific locations and times for the presentations can be found on the SITE Conference Web site.

We have tried to capture all of the entries but if we missed yours (or one that you know about), do let us know (tpack.news.editors@wm.edu).

Tuesday, March 30

• SITE’s Digital Fabrication Initative Glen Bull, University of Virginia, USA; Gary Marks, SITE, USA; Nick Sanham, Aspex, UK; Willy Kjellstrom, University of Virginia, USA
• Digital Skills as a Basis for TPCK Leikny Ogrim, Oslo University College, Norway

Wednesday, March 31

• The Decision-Making Processes of Preservice Teachers as They Integrate Technology Charles R. Graham, Brigham Young University, USA; Nicolette Burgoyne, Brigham Young University, USA; Jered Borup, Brigham Young University, USA
• Differentiating TPACK Development: Using Learning Activity Types with Inservice and Preservice Teachers Mark Hofer, College of William and Mary, USA; Judith Harris, College of William and Mary, USA
• Strategies for Teacher Professional Development of TPACK, Part 1 & 2 Joke Voogt, University of Twente, Netherlands; Ann Thompson, Iowa State University, USA; Punya Mishra, Michigan State University, USA; Petra Fisser, University of Twente, Netherlands; Ghaida Allayar, Public Authority of Applied Education and Training, Kuwait; Douglas Agyei, University of Cape Coast, Ghana; Matthew Koehler, Michigan State University, USA; Tae Seob Shin, Michigan State University, USA; Leigh Graves Wolf, Michigan State University, USA; Mike DeSchryver, Michigan State University, USA; Denise Schmidt, Iowa State University, USA; Evrim Baran, Iowa State University, USA
• Raising the Bar for 21st Century Teacher Preparation Mark Warner, Kennesaw State University, USA; Cherry Steffen, Kennesaw State University, USA; Jim Cope, Kennesaw State University, USA
• Developing a Game-based Learning Environment in Classrooms: A Conceptual Model Wen-Hsiung Wu, National Kaohsiung University of Applied Science, Taiwan; Wei-Fan Chen, The Pennsylvania State University, USA
• A Case Study of Investigating Preservice Mathematics Teachers’ Initial Use of the Next-Generation TI-Nspire Graphing Calculators with Regard to TPACK Orhan Curaoglu, Middle East Technical University, Turkey; Lingguo Bu, Florida state University, USA; Lydia Dickey, fsu, USA; Hyewon Kim, fsu, USA; Recep Cakir, Amasya university, Turkey
  
• Using Online Videos in the Science Methods Classroom as Context for Developing Preservice Teachers’ Awareness of the TPACK Components Richard Hechter, University of Manitoba, Canada; Lynette Phyfe, University of Manitoba, Canada
• “Bit by Bit Putting it All Together” How a Holistic View of Assessment Changed Our Perception of the TPACK Framework Colleen Sexton, Governors State University, USA; Michael Gordon, Governors State University, USA; Kathleen Hickey, Governors State University, USA
• Reconsidering the T and C in TPACK: Repurposing Technologies for Interdisciplinary Knowledge Kristen Kereluik, Michigan State University, USA; Punya Mishra, Michigan State University, USA; Matthew Koehler, Michigan State University, USA
• Advancing K-8 Mathematics and Science Teachers Knowledge for Teaching with Technology through an Online Graduate Program Margaret Niess, Oregon State University, USA; Henry Gillow-Wiles, Oregon State University, USA
• Testing a TPACK-Based Technology Integration Assessment Rubric Judi Harris, College of William & Mary, USA; Neal Grandgenett, University of Nebraska at Omaha, USA; Mark Hofer, College of William & Mary, USA
• Aspiring to Reach 21st Century Ideals: Teacher Educators’ Experiences in Developing Their TPACK Mia Kim Williams, University of Northern Colorado, USA; Teresa Foulger, Arizona State University, USA; Keith Wetzel, Arizona State University, USA
  
• Auditing the TPACK Competence and Confidence of Australian Teachers: The Teaching With ICT Audit Survey (TWictAS) Peter Albion, University of Southern Queensland, Australia; Romina Jamieson-Proctor, University of Southern Queensland, Australia; Glenn Finger, Griffith University, Australia
• The Validation of an Instrument Measuring TPACK Nicolette Burgoyne, Brigham Young University, USA; Charles R. Graham, Brigham Young University, USA; Richard Sudweeks, Brigham Young University, USA
• Concerns-Based Conceptual Change: A Theory of Change for Teacher Education Philip Molebash, Loyola Marymount University, USA
• Expanding the Practice-Based Taxonomy of Characteristics of TPACK Kamini Jaipal, Brock University, Faculty of Education, Canada; Candace Figg, Brock University, Canada
• Taking TPACK to the Classroom: Teacher Candidates Get ‘Handy’ for Class Candace Figg, Brock University, Canada; Jenny Burson, LeTourneau University, USA

Thursday, April 1

• Measuring TPACK in a Preservice Teacher Education Course Utilizing a Blended Model of Instruction Rob Horgan, Queen’s University, Canada
• Coding Pre-Service Teacher Lesson Plans for TPACK Kristen Kereluik, Michigan State University, USA; Greg Casperson, Michigan State University, USA; Mete Akcaoglu, Michigan State University, USA
• Technological Pedagogical Content Knowledge (TPACK): A Content Analysis of 2006-2009 Print Journal Articles Mario Kelly, Hunter College, City University of New York, USA
• Values, Beliefs, and Perspectives: Teaching Online within the Zone of Possibility Created by Technology Kathryn Dirkin, CMU, USA; Punya Mishra, MSU, USA
• Using TPACK as a Model for School Development Kirsti Engelien, Department of Teacher Education and School Development, University of Oslo, Norway; Kjersti Stundal, Gjerdrum secondary school, Norway
• TPACK as Shared, Distributed Knowledge Hæge Nore, Akershus University College, Faculty of Technical and Vocational Teacher Education, Norway; Kirsti L. Engelien, University of Oslo, Department of Teacher Education and School Development, Norway; Monica Johannesen, Oslo University College, Faculty of Education and International Studies, Norway
• Technological Pedagogical and Content Knowledge for Music TeachersWilliam Bauer, Case Western Reserve University, USA
• Storytelling as a Strategy for Integrating Technologies into the Curriculum: An Empirical Study with Post-Graduate Teachers Clara Coutinho, Minho University – Braga – Portugal, Portugal
• Pre-Service Teacher Technology Integration: The Team-Taught Cohort Model and TPACK Grace Ward, University of Maine Farmington, USA; Theresa Overall, University of Maine Farmington, USA

Friday, April 2

• Must Technology Take Place in Mathematics and Science Pedagogy? – What Do Chinese Educators Think? Kun Shao, Webster University, USA
• Observational Measures of Technological, Pedagogical, Content Knowledge (TPACK) in the Integration of Laptop Computers in Elementary Writing Instruction Julie Mueller, Wilfrid Laurier University, Canada
• Hong Kong Home Economics Teachers’ Preparedness for Teaching with Technology Kitty Ho, University of Southern Queensland, Hong Kong; Peter Albion, University of Southern Queensland, Australia
• Student Engagement with the Authoring of Digital Media in Sixth Grade History Curby Alexander, University of Illinois at Springfield, USA
• Preparing Foreign Language Teachers to Implement a Technology-Rich Curriculum JungJin Kang, Michigan State University, USA; Xiaopeng Ni, Michigan State University, USA; Guofang Li, Michigan State University, USA
• Examining the Validity of the TPACK Framework From the Ground Up: Viewing Technology Integration Through Teachers’ Eyes. M Brooke Robertshaw, Utah State University, USA; Ronald B. Gillam, Utah State University, USA

7. Coming up: TPACK at AERA 2010

The annual meeting of the American Educational Research Association is scheduled for April 30 – May 4 in Denver, Colorado. TPACK will be well represented there, with approximately 12 presentations (that we could find) related to the construct.  They are:

(Symposia)

Perspectives on TPACK
Chair: Gerald A. Knezek (University of North Texas)
Discussant: Ann D. Thompson (Iowa State University)

• Exploring the nature of Technological Pedagogical Content Knowledge using Factor Analysis Deanna Archambault (Arizona State University), Joshua H. Barnett (Arizona State University)
• Lost and found in Translation: A TPACK Survey of Mid-Career Teacher Beliefs and Practice Lisa G. Hervey (North Carolina State University)
• Measuring the TPK Component of TPACK: An Alternative to Self-Assessment Andrew Frederick Barrett (Indiana University)
• Knowledge Growth in Teaching Mathematics-Science with Technology: Moving PCK to TPACK in Online Professional Development Maggie L. Niess (Oregon State University), Emily H. Van Zee (Oregon State University), Tina L. Johnston (Oregon State University), Henry Gillow-Wiles (Oregon State University)

Innovative Pathways to the Development of Teacher Technological Pedagogical Content Knowledge: Empirical Accounts From Preservice and In-Service Teachers
Chair: Chrystalla Mouza (University of Delaware)
Discussant: Ann Thompson (Iowa State University)

• Evidence of TPACK in Preservice Graduates’ Rationales for Future Technology Use Joan E. Hughes (University of Texas-Austin)
• Preservice Teachers’ Technology Integrated Planning: Contrasting Quality and Instructional Variety by Development Approach Mark J. Hofer (College of William & Mary), Neal Grandgenett (University of Nebraska-Omaha), Judith B. Harris (College of William & Mary), Karen Work Richardson (College of William & Mary)
• Using Classroom Artifacts to Judge Teacher Knowledge of Reform-Based Instructional Practices that Integrate Technology in Mathematics and Science Classrooms Maggie L. Niess (Oregon State University)
• Effects of Practice-Based Professional Development on Teacher Learning in Technology Integration Chrystalla Mouza (University of Delaware)
• GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge Aaron Doering (University of Minnesota), Cassandra Scharber (University of Minnesota)

(Individual Papers)

• Developing TPACK in Mathematics Instruction. Andrew B. Polly (University of North Carolina-Charlotte)
• Using TPACK Without Knowing It: Preservice Teachers’ Perceptions of Integrating Instructional Technology in Social Studies. Erik Jon Byker (Michigan State University)
• The Continuing Development, Validation, and Implementation of a TPACK Assessment for Preservice Teachers Denise A. Schmidt (Iowa State University), Evrim Baran (Iowa State University), Ann D. Thompson (Iowa State University), Matthew J. Koehler (Michigan State University), Punya Mishra (Michigan State University), Tae Seob Shin (Michigan State University)

8. TPACK Work in Progress

Bob Isaacson, who works in the Faculty Development Division in the U.S. Army’s Defense Language Institute, shared a draft of a paper that he’s working on at present with us. It uses TPACK to describe “Training Requirements for Foreign Language Teaching Online.” In the paper, Bob concludes, “The TCPK construct can provide a conceptual framework for faculty development specialists to develop training that will enable foreign language teachers to make the transition from traditional face-to-face teaching to online distance teaching using both best pedagogical practices for teaching foreign languages at a distance and existing technology resources and tools.” If you would like to communicate with Bob about his work, please email him.

9. New Hybrid Ph.D. Program at Michigan State (Connecting with TPACK)

The idea of TPACK is deeply grounded in practice. Keeping this in mind, and in order the develop the next generation of TPACK-fluent scholars and researchers, the Educational Psychology and Educational Technology program at Michigan State University is now offering a hybrid doctoral program focused on the evolving roles of technology in learning. This cohort-based, blended program (which combines online coursework with intensive summer classes on campus) is designed for bright, established professionals currently working in K-12 schools, universities, policy centers, and research institutions who want to earn a Ph.D. while continuing in their current positions. The goal is to bring together a cohort of practitioners, using the powerful collaborative tools we now have, to create, explore and share; to engage in dialogue and dissent; to critique and conduct research; and to experiment with new technologies, new pedagogies and new content. To find out more about this program please click on the following links:

The official program Web site:

• http://edtechphd.com/

A few other Web sites/ blog posts that describe the program in greater detail:

• http://tinyurl.com/edtechphd1
• http://tinyurl.com/edtechphd2
• http://tinyurl.com/msutechphd

10. Learning and Doing More with TPACK
Interested in learning more about TPACK or getting more involved in the TPACK community?  Here are a few ideas:

• Visit and contribute to the TPACK wiki at: http://tpack.org /
• Join the TPACK SIG at: http://site.aace.org/sigs/tpack-sig.htm
• Join and contribute to the TPACK Google group at: http://groups.google.com/group/tpack/
• Review and provide feedback on the TPACK Learning Activity Types at: http://activitytypes.wmwikis.net/

Feel free to forward this newsletter to anyone who might be interested in its contents. Even better, have them subscribe to the TPACK newsletter by sending a blank email to sympa@lists.wm.edu, with the following text in the subject line: subscribe tpack.news FirstName LastName (of course, substituting their own first and last names for ‘FirstName’ and ‘LastName’ — unless their name happens to be FirstName LastName, in which case they can just leave it as is).

If you have a news item that you would like to contribute to the newsletter, send it along to: tpack.news.editors@wm.edu If you are interested in volunteering to help run the newsletter (we need help!), send email to: tpack.news.editors@wm.edu

Standard End-Matter
If you have questions, suggestions, or comments about the newsletter, please send those to tpack.news.editors@wm.edu. If you are subscribed to the tpack.news email list, and — even after reviewing this impressive publication — you prefer not to continue to receive the fruits of our labors, please send a blank email message to sympa@lists.wm.edu, with the following text in the subject line:  unsubscribe tpack.news

– Judi, Matt, Mario, and Punya

Judi Harris, Chair, College of William & Mary
Matt Koehler, Vice-Chair, Michigan State University
Mario Kelly, Futon, Hunter College
Punya Mishra, Recliner, Michigan State University