{"id":1758,"date":"2011-05-22T19:57:18","date_gmt":"2011-05-23T00:57:18","guid":{"rendered":"http:\/\/punyamishra.com\/?p=1758"},"modified":"2013-03-10T10:53:12","modified_gmt":"2013-03-10T14:53:12","slug":"tpack-newsletter-issue-10-may-2011","status":"publish","type":"post","link":"https:\/\/punyamishra.com\/2011\/05\/22\/tpack-newsletter-issue-10-may-2011\/","title":{"rendered":"TPACK Newsletter, Issue #10, May 2011"},"content":{"rendered":"
\n

TPACK Newsletter, Issue #10:<\/strong> May 2011<\/strong><\/p>\n

Welcome to the tenth edition of the (approximately quarterly) TPACK Newsletter! TPACK work is continuing worldwide. This document contains recent updates to that work that we hope will be interesting and useful to you, our subscribers.<\/p>\n

If you are not sure what TPACK is, please surf over to\u00a0http:\/\/www.tpack.org\/<\/a> <\/span>to find out more.<\/p>\n

Gratuitous Quote About Technology<\/strong><\/p>\n

Do you realize if it weren’t for Edison we’d be watching TV by candlelight??\u00a0– Al Boliska<\/p>\n

In This Issue<\/strong><\/p>\n

<\/strong> <\/strong>-1. Gratuitous Quote About Technology 0. In This Issue (<\/strong>You are here.<\/strong>)
\n1. TPACK Newsletter Update
\n2. Recent TPACK Publications
\n3. Recent TPACK Presentations
\n4. Recent TPACK-Related Dissertations
\n5. Other TPACK Resources
\n6. TPACK Work in Progress
\n7. TPACK Newsletter Suggested Citation
\n8. Learning and Doing More with TPACK \u2013. Un-numbered miscellaneous stuff at the end<\/p><\/blockquote>\n

1. TPACK Newsletter Update
\n<\/strong>The TPACK newsletter currently has 1104 subscribers! This represents a 3% increase during the last three months and a 56% increase since March 2010.<\/p>\n

2. Recent TPACK Publications <\/strong>Below are recent TPACK publications that we know about. If you know of others that were published within the past several months, please let us know (
\ntpack.news.editors@wm.edu<\/span><\/a>). <\/strong><\/span><\/span><\/p>\n

 <\/p>\n

Articles<\/em><\/strong><\/p>\n

<\/strong> <\/strong>Akkoc, H. (2011). Investigating the development of prospective mathematics teachers’ technological pedagogical content knowledge with regard to student difficulties: The case of radian concept. Research in Mathematics Education, 13<\/em>(1), 75-76. doi: 10.1080\/14794802.2011.550729 Retrieved from www.bsrlm.org.uk\/IPs\/ip30-3\/BSRLM-IP-30-3-01.pdf<\/a><\/span><\/p>\n

Abstract<\/strong>: This study investigates how two prospective mathematics teachers integrate technology into their lessons to address student difficulties. Prospective teachers took part in a teacher preparation program which aims to develop technological pedagogical content knowledge (TPCK). As part of this program, prospective teachers participated in workshops which aimed to develop TPCK of derivative and function concepts. Following these workshops, prospective teachers conducted their own workshops during which they discussed student difficulties with various mathematical concepts such as limit, continuity, definite integral, probability and radian with their peers. They also discussed how these difficulties could be addressed during a lesson using technological tools. This paper particularly focuses on radian concept and investigates the development of two prospective mathematics teachers throughout the course in integrating technology into their lessons to address student difficulties with radian concept.<\/p><\/blockquote>\n

Allan, W. C., Erickson, J. L., Brookhouse, P., & and Johnson, J. L. (2010).\u00a0Teacher professional development through a collaborative curriculum project \u2013 an example of TPACK in Maine. TechTrends, 54<\/em>(6), 36-43, doi: 10.1007\/s11528-010-0452-<\/p>\n

Abstract: <\/strong>Maine’s one-to-one laptop program provides an ideal opportunity to explore conditions that optimize teacher integration of technology-focused curriculum into the classroom. EcoScienceWorks (ESW) is an ecology curriculum that includes targeted simulations and a code block programming challenge developed through an NSF-ITEST grant. The project was designed as a collaboration that included simulation software developers; middle school science teachers; the Maine laptop program; environmental educators; an external evaluator; and a lead organization experienced in teacher guided curriculum development. Thus, each of the elements of TPACK (technology, pedagogy, and content knowledge) worked together to produce the final ecology simulation-centered curriculum. In 2008-2009, the ESW curriculum became available statewide through the Maine laptop program. Partner teachers have transitioned their classrooms to more learning-centered environments through the use of technology and have become teacher leaders. The collaborative approach to technology focused curriculum development used in this project is a model for TPACK professional development.<\/p><\/blockquote>\n

Banasa, J.R. (2010). Teachers’ attitudes toward technology: Considerations for designing preservice and practicing teacher instruction. Community & Junior College Libraries, 16<\/em>(2), 114-127. doi: 10.1080\/02763911003707552<\/p>\n

Abstract<\/strong>:To best design technological pedagogical content knowledge (TPCK) related instruction for preservice teachers or for practicing teachers, community college librarians must have an accurate assessment of their audience’s attitudes towards technology. A summary, analysis, and excerpts from 225 student responses to a course reflection regarding attitude toward technology are shared. The course, Learning with Technology, was a required course in an online master in education degree program. Students were practicing teachers or certified education professionals. Results indicated the majority, 52%, had positive feelings about and were integrating technology into instruction, 28% had positive feelings but cited obstacles to integration, 13% were fully integrating technology, and 7% were not integrating technology at all. Common obstacles to technology integration included knowledge\/skills, confidence, access, and time. Based on the findings, implications of and suggestions for the design of TPCK related instruction are shared.<\/p><\/blockquote>\n

Banister, S., & Reinhart, R. V. (2011). TPCK for impact: Classroom teaching practices that promote social justice and narrow the digital divide in an urban middle school. Computers in the Schools, 28<\/em>(1), 5-26. doi: 10.1080\/07380569.2011.551086 Retrieved from\u00a0http:\/\/www.bgsu.edu\/downloads\/edhd\/file91663.pdf<\/a><\/span><\/p>\n

Abstract<\/strong>: <\/span><\/span>U.S. schools have long struggled with what has been identified as the ?achievement gap.? While the debate ensues in regard to an explicit definition for this phenomenon, research overwhelmingly demonstrates that students of marginalized populations remain on the lower end of most measures of school success. Accordingly, advocates of social justice point to the disparities of resources, including quality teachers, for students in poverty. As a part of this movement, access to appropriate technological resources in schools has become an issue, commonly labeled the ?digital divide.? This study reviews evidence of teaching for social justice and impacting the digital divide through the analysis of classroom observations in one year at an urban middle school participating in school reform efforts.?<\/p><\/blockquote>\n

Chai, C. S., Koh, J. H. L., Tsai, C-C., & Tan, L. L. W. (2011). Modeling primary school pre-service teachers\u2018 Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57<\/em>(1), 1184-1193. doi: 10.1016\/j.compedu.2011.01.007<\/p>\n

Abstract<\/strong>:Within the field of educational technology, Technological Pedagogical Content Knowledge (TPACK) has been theorized as a seven-factor construct to describe teacher’s integration of information and communication technology (ICT) in their teaching. However, this framework has yet to be successfully validated through survey instruments. This paper examines the construct validity of a TPACK survey that was contextualized for the pedagogical approaches employed in a 12-week ICT course designed with reference to the TPACK framework for Singaporean primary school pre-service teachers. Using this framework, the researchers were able to uncover five of the seven TPACK constructs which were a better model fit as compared with several extant studies of TPACK surveys. Using these results, pre and post-course structural equation models were constructed to explain the relationships amongst the different constructs of teachers’ TPACK perceptions. It was found that pedagogical knowledge had a direct impact on TPACK at the beginning of the course. As teachers made connections between their technological knowledge and pedagogical knowledge to form technological pedagogical knowledge during the course, the direct relation between pedagogical knowledge and TPACK became insignificant where as the relations between pedagogical knowledge and technological pedagogical knowledge, and technological pedagogical knowledge and TPACK were strengthened. The comparison between the pre and post-course models also revealed that the pre-service teachers’ perceived relations between content knowledge and TPACK changes from insignificant to significant. The implications of these findings and suggestions to improve the construct validation of the TPACK framework are discussed in this paper.<\/p><\/blockquote>\n

Donnelly, D., McGarra, O. & O\u2018Reilly, J. (2011). A framework for teachers\u2018 integration of ICT into their classroom practice. Computers & Education, 57<\/em>(2), 1469-1483. doi:10.1016\/j.compedu.2011.02.014<\/p>\n

Abstract<\/strong>:When attempting to integrate any Information and Communications Technology (ICT) based resource into Post-Primary Schools (High Schools) many potential barriers must be considered. Importantly, many of these barriers revolve around the individual teacher and hence they are an important starting point in understanding the change process in schools. This work describes attempts to integrate an ICT-based resource (a Virtual Chemistry Laboratory) into some science teachers\u2018 practice within the Irish education system. From these experiences a working framework has been developed to describe teachers\u2018 level of ICT integration into their practice and the factors underpinning this. The framework raises important questions of how teachers may be effectively supported to move between descriptions within the framework. It also highlights the need for change attempts to incorporate mixed strategies for mixed teacher stances on ICT integration.<\/p><\/blockquote>\n

Doukakis, S., Koilias, C.,& Chionidou-Moskofoglou, M. (2011). An undergraduate primary education teaching practicum design and undergraduate primary teachers’ satisfaction on developing technological, pedagogical and mathematical knowledge. International Journal of Teaching and Case Studies, 3<\/em>(2-4), 180-195. Retrieved from http:\/\/www.mendeley.com\/profiles\/spyros-doukakis\/document\/4152213042\/<\/a><\/span><\/p>\n

Abstract<\/strong>:During the 2008-2009 spring semester, 25 fourth-year undergraduate primary teachers attended the compulsory course ‘Teaching Mathematics-Practicum Phase’. The course was organised so as to incorporate ICT and special mathematical scenarios in the teaching approaches of undergraduate primary teachers. This article presents this course’s satisfaction of participants as found in the research study. A set of powerful ordinal regression methods has been applied on a survey database. The most important results focus on the determination of the course’s weak and strong points, according to the MUSA methodology. The results show a high satisfaction level from the course. The global satisfaction level reaches 98% whereas partial (per criterion) satisfaction levels range from 90% to 97%, the lowest rate corresponding to the theoretical component of the course. These findings raise a number of research questions regarding ICT integration in undergraduate primary teachers’ teaching practice.<\/p><\/blockquote>\n

Jang, S.-J., & Chen, K.-C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19<\/em>(6), 553-564. doi: 10.1007\/s10956-010-9222-y Retrieved from
\nhttp:\/\/wenku.baidu.com\/view\/f821fdffc8d376eeaeaa3113.html<\/span><\/a><\/p>\n

Abstract<\/strong>:New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative teaching. How to integrate technology into pre-service science teachers\u2018 pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were designed to restructure science teacher education courses. Participants of this study included an instructor and 12 pre-service teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews. This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating subject-matter knowledge into science lessons, and further enhanced their TPACK.<\/p><\/blockquote>\n

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<\/em>(1), 35-58. doi: 10.2190\/EC.44.1.c<\/p>\n

Abstract<\/strong>:This study describes the TPACK-Developing Instructional Model which prescribes an instructional process for developing pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) during \u2026instruction [for using] information and communication technology (ICT) tools. This model proposes three phases for developing teachers’ TPACK through ICT instruction. The phases are: fostering teachers’ acceptance and technical proficiency; pedagogical modeling; and pedagogical application. An ICT instructional intervention designed with this model as its framework and its effects on the TPACK development of 74 pre-service teachers were examined. Qualitative analyses of their course reflection comments found that they predominantly developed Technological Knowledge and Technological Pedagogical Knowledge. More emphasis on subject-focused pedagogical modeling, product critique, and peer sharing may better develop their Technological Content Knowledge and TPACK. Future developments of the TPACK-Developing Instructional model are discussed.<\/p><\/blockquote>\n

Kramarski, B., & Michalsky, T. (2009). Three metacognitive approaches to training pre-service teachers in different learning phases of technological pedagogical content knowledge. Educational Research and Evaluation, 15<\/em>(5), 465-485. doi: 10.1080\/13803610903444550<\/p>\n

Abstract<\/strong>:Our study investigated 3 metacognitive approaches provided during different phases of learning technological pedagogical content knowledge (TPCK) in a Web-based learning environment. These metacognitive approaches were based on self-question prompts (Kramarski & Mevarech, 2003) which appeared in pop-up screens and fostered the Self-Regulated Learning (SRL) of pre-service teachers (n = 144) through 1 of the 3 learning phases (Zimmerman, 2000): “planning,” “action and performance,” and “evaluation.” Four measures (pre\/post) were administered in the study: SRL self-report questionnaires in the contexts of pedagogical learning and teaching and TPCK in the comprehension and design lessons. Mixed quantitative and qualitative analyses showed that fostering students’ SRL through the “evaluation” phase was the most effective for the pre-service teachers’ perceived SRL in both the learning and teaching contexts and for their TPCK (comprehension and design lessons). Furthermore, students from the planning approach outperformed the students from the action approach in most of the SRL and TPCK measures.<\/p><\/blockquote>\n

Martin, O. (2011). Handbook of technological pedagogical content knowledge (TPCK) for educators [Review]. Learning, Media & Technology, 36<\/em>(1), 91-93. doi: 10.1080\/17439884.2011.549829<\/p>\n

Mishra, P., Koehler, M., & Henriksen, D. (2011). The seven trans-disciplinary habits of mind: Extending the TPACK framework towards 21st century learning. Educational Technology, 51<\/em>(2), 22-28.<\/p>\n

Abstract<\/strong>:This article examines the concept of transformative learning, with a focus on the importance of trans-disciplinary thinking (cognitive skills that cross disciplines) and new technologies in creating 21st century learning and transformative teaching. The article introduces the Technological Pedagogical Content Knowledge (TPACK) framework as a way to develop the specialized knowledge, skills, and understanding that teachers must have to become effective classroom constructors of transformative learning experiences. The authors note seven cognitive tools needed for success in the new millennium, within this TPACK framework. To illustrate and describe these skills, they offer examples of how teachers can repurpose digital technologies to use these thinking skills toward building exciting transformative learning experiences, across a variety of subject matters. The authors explore the implications for research and practice.<\/p><\/blockquote>\n

Polly, D. (2011). Examining teachers\u2018 enactment of technological pedagogical and content knowledge (TPACK) in their mathematics teaching after technology integration professional development. Journal of Computers in Mathematics and Science Teaching, 30<\/em>(1), 37-59. Retrieved from http:\/\/www.editlib.org\/p\/34610<\/a><\/span><\/p>\n

Abstract<\/strong>:Technological pedagogical and content knowledge (TPACK) has been advanced as a construct to describe teachers\u2018 understandings related to effectively teaching with technology. This study examined the development of TPACK of two teachers during their mathematics teaching after participating in a learner-centered professional development (LCPD) project designed to support technology integration. Inductive analyses of classroom observations and interviews indicate that both teachers were able to enact aspects of TPACK in their classroom. However, teachers\u2018 use of technology only developed students\u2018 higher-order thinking skills and conceptual understanding in limited ways. Implications for future professional development projects and the TPACK model are also discussed.?<\/p><\/blockquote>\n

Polly, D., McGee, J. R. & Sullivan, C. (2010). Employing technology-rich mathematical tasks to develop teachers\u2018 Technological, Pedagogical, and Content Knowledge (TPACK). Journal of Computers in Mathematics and Science Teaching, 29<\/em>(4), 455-472. Retrieved from http:\/\/www.editlib.org\/p\/33276<\/a><\/span><\/p>\n

Abstract<\/strong>:<\/span><\/span>While technology has potential to improve the teaching and learning of mathematics, research indicates that teachers struggle in their efforts to implement technology-rich mathematical tasks in their classrooms. Effective technology integration in mathematics requires teachers to be able to apply their classroom knowledge related to mathematics content, pedagogies, educational technologies and the interplay between those aspects of knowledge. In recent\u00a0years, Technological and Pedagogical Content Knowledge (TPACK) has emerged as a construct to describe teachers\u2018 knowledge related to effectively integrating technology. In this paper, we use the framework to consider how professional development programs can develop teachers\u2018 TPACK through the exploration of technology-rich mathematical tasks.?<\/p><\/blockquote>\n

Salvado, D. F., Rolando, L. G. R., & Rolando, R. F. R. (2010). Aplica\u00e7\u00e3o do modelo de conhecimento tecnol\u00f3gico, pedag\u00f3gico do conte\u00fado (TPCK) em um programa on-line de forma\u00e7\u00e3o continuada de professores de Ci\u00eancias e Biolog. Revista Electr\u00f3nica de Investigaci\u00f3n en Educaci\u00f3n en Ciencias, 5<\/em>(2), 31-43. Retrieved from http:\/\/www.doaj.org\/doaj?func=abstract&id=689101<\/span><\/a>
\n<\/span><\/p>\n

Abstract<\/strong>:\u00a0This paper presents a description with quantitative results of the profile and participation of teachers in the online program for Biology teachers at CECIERJ Foundation in the state of Rio de Janeiro. Our main focus is to show the recurring pattern of teachers who participated in the different course models within the possibilities of technological, pedagogical content knowledge (TPCK), used integrated with or isolated from different courses. In addition, discuss the use of this knowledge base in teacher training programs in the areas of Sciences and Biology. In 2008 and 2009, there was a significant increase in the number of the participants who concluded and were approved and a decrease of 14.1% in the dropout rate. The reason for the increase in the participation rate is related to the changes implemented in the virtual environment of the courses. The approaches of pedagogical content knowledge (PCK) and technological, pedagogical content knowledge (TPCK) probably attracted more teachers to participate. In contrast, just the pedagogical knowledge (PK) and content knowledge (PCK) models had a lower dropout rate. Although the TPCK model attracted more [teachers\u2018 participation] (60.2%), it had a higher rate of dropout, probably because it requires teachers to learn in a knowledge base that is different from what they are used to or have been trained in initially. The combined approach of technological, pedagogical content knowledge (TPCK) has a strong theoretical background in international literature and demonstrates an importance in building a focused curriculum for the initial and continuing training of teachers.?<\/p><\/blockquote>\n

Tee, M. Y. & Lee, S. S. (2011). From socialisation to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning. Australasian Journal of Educational Technology, 27<\/em>(1), 89-104. Retrieved from
\nhttp:\/\/www.ascilite.org.au\/ajet\/ajet27\/tee.pdf<\/span><\/a>
\n<\/span><\/p>\n

Abstract:Recent studies on technology have shifted from the emphasis on technology skills alone to integrating pedagogy and content with technology \u2013 what Mishra and Koehler (2005) call technological pedagogical content knowledge (TPACK). Deeper understanding on how TPACK can be cultivated is needed. This design-based research explored how an improvised, problem-based learning approach guided by the SECI framework (socialisation, externalisation, combination, internalisation) can help in-service teachers to cultivate TPACK. Data were collected via self-progress surveys, reflections by the in-service teachers, student produced artifacts, records of overall course design, and log entries by the instructor. Based on the survey data, teachers believed that they had developed TPACK. By comparing the qualitative data from two groups, it was discovered that teachers became better positioned to use TPACK more fruitfully after their mental models moved towards Biggs\u2018s Level 2 and 3 approaches in teaching. The course created critical but safe opportunities for teachers to better understand that technology in itself is not likely to improve ineffective teaching practices; and, in selecting technology, teachers may have to reevaluate their teaching practices and to rethink the nature of the subject that they teach.?<\/p><\/blockquote>\n

Chapters<\/em> <\/strong><\/p>\n

 <\/p>\n

Spires, H., Zheng, M., & Pruden, M. (in press). New technologies, new horizons: Graduate student views on creating their technological pedagogical content knowledge (TPACK). In K. Moyle & G. Wijngaards (Eds.), Student reactions to learning with technologies: Perceptions and outcomes. <\/em>Hershey, PA: IGI Global. Retrieved from
\nhttp:\/\/www.fi.ncsu.edu\/assets\/research_papers\/new-literacies-collaborative\/new-technologies-new-horizons-graduate-student-views-on-creating-their-technological-pedagogical-content-knowledge-tpack.pdf<\/span><\/a><\/p>\n

Abstract<\/strong>:The purpose of this chapter is to present graduate students\u2018 views of their Technological Pedagogical Content Knowledge (TPACK) development. These graduate students are also teachers. Data was collected using a mixed method approach founded on the TPACK Framework and social network analysis. Koehler and Mishra (2006) claim that effective teaching with technology requires TPACK, or an ability to integrate content, pedagogy and technology flexibly during the act of teaching. As part of a graduate course on new literacies and media, participants were required to design and implement lessons that incorporated a range of technologies, produce written reflections about their experiences, and engage in online interactions with participants in the class. Qualitative results from participants\u2018 written reflections revealed four themes relative to TPACK. Additionally, a social network analysis demonstrated a positive relationship between participants\u2018 views on their TPACK development and their interaction patterns within the online learning environment. This study shows that the TPACK framework can be a useful tool, giving educators a productive way to think about technology integration as they navigate the rapid changes prompted by emerging technologies.<\/p><\/blockquote>\n

Wentworth, N., Graham, C. R., & Monroe, E. E. (2009). TPACK development in a teacher education program. In L. T. W. Hin & R. Subramaniam (Eds.),\u00a0Handbook of research on new media literacy at the K-12 level: Issues and challenges<\/em> (pp. 823-838). Hershey, PA: IGI Global. Retrieved from\u00a0http:\/\/www.igi-global.com\/bookstore\/chapter.aspx?titleid=35953<\/span><\/a><\/p>\n

 <\/p>\n

Abstract<\/strong>:\u00a0The teacher education program at Brigham Young University (BYU) includes three stages of development in technological pedagogical content knowledge (TPACK) (Thompson & Mishra, 2007). The first stage consists of experience in a technology course with sections specific to early childhood education, elementary education, and secondary content areas. The next stage includes a series of methods courses in which instructors expand on the work of the introductory technology course. The third stage of technology development occurs during the final field experience. The candidates complete a Teacher Work Sample (TWS) (Renaissance Partnership for Improving Teacher Quality, 2001) that must have a technology component. At each stage our candidates have consistent criteria for how technology should be appropriately used in active learning. These criteria are key to the lessons candidates develop that incorporate technology. This chapter describes each stage and how our program has worked to improve technology understanding of our candidates.?<\/p><\/blockquote>\n

3. Recent TPACK Presentations <\/strong><\/p>\n

 <\/p>\n

Barrett, A. (2010, October). Patterns of technological pedagogical knowledge and self-efficacy in preservice teachers.<\/em> Paper presented at the 2010 Association for Educational Communications and Technology (AECT) International Convention, Anaheim, California.<\/p>\n

Abstract<\/strong>:If perceived Technological Pedagogical Knowledge (TPK) is not accompanied by actual TPK, educational practice can be negatively impacted. This study measured preservice teachers\u2018 (N=97) TPK and associated self-efficacy. Responses were analyzed using MAPSAT (Frick, 1990) to find the frequency of relevant patterns. Preservice teachers early in their program were found to be over twice as likely to be overconfident in their TPK ability (high self-efficacy, low knowledge) than were those late in their program.?<\/p><\/blockquote>\n

Carbonara, D. (2010, October). Cyber learning: A curriculum development doctoral course using the TPCK model.<\/em> Paper presented at the 2010 Association for Educational Communications and Technology (AECT) International Convention, Anaheim, California.<\/p>\n

Abstract<\/strong>:This presentation documents TPCK in a Cyber Learning environment. It explains the use of TPCK to Design, Develop and Implement a doctoral course in curriculum development. It articulates the use of AECT standards as the Content of the course and the use of a LMS to teach about that Content. This non-trivial presentation of TPCK in a Cyber Learning environment helps to illuminate the use of TPCK in higher education teacher preparation and formation programs.<\/p><\/blockquote>\n

Hu, C., & Fyfe, V. (2010, December). Impact of a new curriculum on pre-service <\/em>teachers\u2019 Technical, Pedagogical and Content Knowledge (TPACK).<\/em> Paper presented at Ascilite 2010 Conference, Sydney, Australia. Retrieved from:
\nhttp:\/\/www.ascilite.org.au\/conferences\/sydney10\/Ascilite%20conference%20proceedings%202010\/Chun_Hu-concise.pdf<\/span><\/a>
\n<\/span><\/p>\n

Abstract<\/strong>:\u00a0This paper reports some preliminary findings of a formative evaluation on the impact of a new curriculum on pre-service teachers? technical, pedagogical and content knowledge (TPACK). It discusses the design principles employed and its implementation process. A survey adapted from Schmidt et al. (2009) was administered at the beginning and completion of the course. The post-course survey showed increase in pre-service teachers? self-reported ratings in technology, pedagogy and content knowledge. Implications are discussed.?<\/p><\/blockquote>\n

Jang, S.-J. (2011, April). Developing the TPACK of secondary science teachers using the interactive whiteboard and peer coaching.<\/em> Paper presented at the National Association for Research in Science Teaching (NARST) Annual International Conference, Orlando, Florida.<\/p>\n

Abstract<\/strong>:Many studies related to the use of interactive whiteboards (IWBs) in educational settings have shown that IWB technology can result in enhanced presentations and in the development of student motivation and student performance. However, the relationship between the use of IWBs and Technological Pedagogical Content and Knowledge (TPACK) by teachers is yet to be fully investigated and understood. The purpose of this study was to integrate IWB technology and peer coaching to develop the TPACK of secondary science teachers in real classrooms. An IWB-based peer coaching model was developed. Participants of this study included four in-service science teachers. Sources of data included written assignments, reflective journals and interviews. The results displayed three major findings. First, science teachers used IWBs as instructional tools to share their subject matter knowledge and to express students\u2018 understanding. Second, the IWBs helped the science teachers who encountered teaching difficulties in the traditional classroom better implement their representational repertoires and instructional strategies. Finally, the proposed model of integrating IWBs and peer coaching can develop the TPACK of science teachers. The research implications of this study are provided along with suggestions.?<\/p><\/blockquote>\n

Kaya, Z., Kaya, O. N., Yilayaz, O., Aydemir, S., & Karakaya, D. (2011, April). Exploring the pre-service science and technology teachers’ Technological Pedagogical Content Knowledge (TPCK) and classroom practices involving the topic of photosynthesis and cellular respiration.<\/em> Paper presented at the National Association for Research in Science Teaching (NARST) Annual International Conference, Orlando, Florida.<\/p>\n

Abstract<\/strong>:The purpose of this study was to explore the Pre-service Science and Technology Teachers’ (PSTs) Technological Pedagogical Content Knowledge (TPCK) and their teaching practices in real classroom settings involving the topic of photosynthesis and cellular respiration. This study also investigated the relationships among the components of PSTs’ TPCK and practical knowledge in middle school classrooms. 41 randomly selected PSTs (19 females and 22 males) in their final semester in a science teacher education program participated in the study. Data were collected from multiple sources, including open-ended questionnaires, semi-structured interviews, lesson plans, drawings for the PSTs’ TPCK and classroom observation protocol, video records and field notes for the PSTs’ teaching practices in middle school science classrooms. After exploring the PSTs’ TPCK, teaching practices of the PSTs in science classrooms in four public middle schools were investigated. Findings obtained from the data showed that PSTs were lack of sufficient conceptual knowledge and views on nature of science and hold general alternative conceptions. It was found that PSTs’ understandings of students’ learning difficulties and topic-specific technological knowledge were very low. Data related to the PSTs’ teaching practices in the middle school science classrooms indicated a success rate of about 42% – 57%.<\/p><\/blockquote>\n

Roberts, P. (2011, March). Technological Pedagogical Content Knowledge in history education.<\/em> Paper presented at the
\nBuilding Bridges for Historical Learning: Connecting Teacher Education and Museum Education Symposium<\/span><\/a>, University of Canberra, Australian Capital Territory, Australia. Retrieved from \u00a0http:\/\/vimeo.com\/18980418<\/a><\/span><\/span><\/span><\/p>\n

Robertshaw, M. B. (2010, October). Teacher professional development: describing teacher Technological Pedagogical Content Knowledge through the use of a rubric<\/em>. Paper presented at the 2010 Association for Educational Communications and Technology (AECT) International Convention, Anaheim, California.<\/p>\n

Abstract<\/strong>:Technological pedagogical content knowledge (TPACK) is a framework to describe the knowledge teachers use when teaching with technology. Professional development workshops that help teachers to better teach with technology should aim to develop this knowledge, but in order to do there must be a way to measure TPACK. This paper describes a rubric developed to describe teachers\u2018 TPACK in the context of a workshop that helps teachers to teach with online learning resources.?<\/p><\/blockquote>\n

At the annual meeting of the Society for Information Technology in Teacher Education (SITE) in March 2011, the SITE TPACK SIG presented the first annual Thompson TPACK Paper Awards, named to honor Ann Thompson of Iowa State University. (More information about the award is online here:\u00a0http:\/\/ctlt.iastate.edu\/spotlight\/?p=107<\/a><\/span>).\u00a0Awardees included:<\/p>\n