Kurt SITE2013 presentation

TPACK Development of Turkish Pre-­‐service Teachers of English Dr. Gökçe Kurt, Marmara University Prof. Punya Mishra, Michigan State University Assist. Prof. Zeynep Koçoğlu, Yeditepe University

Teacher Knowledge • Teacher knowledge – effective integration of technology into their teaching (Koehler &Mishra, 2005; Mishra & Koehler, 2006).

• What should teachers know about technology for effective teaching?

• Technological Pedagogical Content Knowledge (TPACK) – Conceptual framework for teacher knowledge needed for effective technology integration (American Association of Colleges of Teacher Education, 2008; Koehler & Mishra, 2008; Mishra & Koehler, 2006).

TPACK – Teacher education -­‐ a key area for the implementation of the TPACK framework (Maor & Roberts, 2011).

– Studies on the TPACK development of pre-­‐service teachers (PTS) of different subject matters such as science, mathematics or social studies.

– Little research on the TPACK development of PTs of English

The Aims of the Study (1) 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; (2) to investigate how, if at all, this knowledge was reflected in PTs’ lesson plans and presentations.

Methodology: Participants • 22 Turkish PTs • enrolled in the final year of a four-­‐year English Language Teaching program of a state university in Istanbul, Turkey.

• all volunteers • no previous training on technology integration in foreign/second language teaching

Methodology: Procedure • 12-­‐week course was designed • 3 hours a week-­‐ in a computer lab • The principles of the course design: (1) skills were developed via Learning Technology by Design approach (Mishra & Koehler, 2006) (2) design tasks were problem-­‐centred (Merrill, 2002); (3) PTs worked collaboratively (socio-­‐cultural theory) (4) PTs engaged in reflective practice (Schon, 1983).

Methodology: Procedure (cont.)

• Week 1 – Pre-­‐data collection – Introduction to the course – Discussion on the importance of technology integration in 21st century

• Weeks 2, 3 & 4 – Discussion on the meaning and different uses of technology – Discussion on the importance of technology integration for English Language Teaching ELT – Introduction to TPACK – Discussion on technology integration and design – Tasks: Redefining a technology/ Searching letters in the environment

Methodology: Procedure (cont.)

• Weeks 5&6 – PTs’ collaborative presentations on various technological tools – Teaching their peers how to use the tool – Focusing on its use for language teaching purposes – Introduction to lesson planning:

PTs were supposed to (1) choose a unit from the coursebook used in their practicum schools, (2) identify the problems in that unit by considering the needs of the students in the classes they observe, (3) focus on one problem, (4) and come up with a solution in which they employ the appropriate technology

Methodology: Procedure (cont.)

• Weeks 7&8

• Week 11

– Peer teaching of the – Sharing their lesson plans experiences of macro teaching – Receiving feedback from the peers and the • Week 12 instructor – Evaluation of the course – Modifying the plans – Post-­‐data collection

• Weeks 9&10

– Macro teaching at practicum schools using the plans they modified

Data Collection and Analysis • Quantitative data • the Survey of Pre-­‐service Teachers’ Knowledge of Teaching and Technology (Schmidt, et al., 2009).

– 47 questions-­‐ referring to the seven categories of the TPACK framework – 5-­‐point Likert scale – Covering the content areas of social studies, mathematics, science and literacy, – Adaptation to English language teaching (29 items) – Piloting with 50 PTs

Data Collection and Analysis (cont.)

• SPSS 13 statistical package.

• Dependent means t-­‐test • t-­‐statistics, p-­‐values and eta squared

Results (cont.)

Scale

Test

M

SD

SE

T

CK

Pre

4.05

.46

.09

Post

4.61

.42

.09

-­‐4.8 21 . .53 8 000

Pre

3.93

.49

.10

Post

4.42

.49

.11

Pre

3.77

.61

.13

Post

4.50

.60

.13

PK

PCK

Df p*

Effect Size

-­‐4.1 21 . .55 6 000 -­‐4.1 21 . .55 2 000

Results (cont.)

Scale

Test

M

SD

SE

T

TK

Pre

3.47

.69

.15

Post

4.29

.44

.09

-­‐5.8 21 . .62 7 000

Pre

3.41

.91

.19

Post

4.64

.49

.1o

Pre

3.39

.66

.14

Post

4.67

.40

.08

TCK

TPK

df

p*

Effect Size

-­‐7.0 21 . .74 9 000 -­‐7.6 21 000 .75 6

Results (cont.)

Scale

Test

M

SD

SE

T

2.82

.65

.14

Post 3.76

.37

.08

-­‐9.4 21 . .81 1 000

TPACK Pre

df

p*

Effect Size

Discussion • The development of TPACK and its components – Coursework explicitly focusing on the TPACK framework, – Developing skills using the Learning Technology by Design approach – Collaborative work – Problem-­‐based tasks – Combining coursework with fieldwork

Discussion (cont.)

• TPK-­‐ The highest mean score (4.67)

– PTs’ very high confidence in choosing technologies that enhance the teaching approaches and students’ learning in a lesson.

• The qualitative data (written reflections, interviews, lesson plans, classroom observations) collected from purposefully selected 6 cases supported the findings of the TPACK survey.

– At the beginning-­‐ technology in isolation.

– Later-­‐ technology in relation to content and pedagogy – Lesson plans and their implementation-­‐ technology integrated effective lessons.

Implications for Teacher Education Programs (1) Technology related courses-­‐ explicit focus on TPACK (2) PTs becoming designers of their own lessons (3) Integration of coursework with fieldwork.

About the study…

Our blog

Tasks: Letters in the environment & Repurposing

Tool  Presentations

Tool  presentations

Tool  presentations

PTs as designers

PTs as designers

PTs as designers • Example student recordings

PTs as designers • Example student recordings

PTs as designers • Example student recordings

References • • • • • • • •

American Association of Colleges for Teacher Education (AACTE) Committee on Innovation and Technology. (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators.

NewYork:Routledge Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-­‐152.

Koehler, M. J., & Mishra, P. (2008). Introducing technological pedagogical knowledge. In AACTE (Eds.), The handbook of technological pedagogical content knowledge for educators, pp. 3-­‐30. Routledge / Taylor & Francis Group for the American Association of Colleges of Teacher Education.

Maor, D. & Roberts, P. (2011). Does the TPACK framework help to design a more engaging learning environment?. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 3498-­‐3504). Chesapeake, VA: AACE. 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. doi:10.1111/j.1467-­‐9620.2006.00684.x 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 preservice 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.

Thank you (for questions please e-­‐mail gokce.kurt@marmara.edu.tr)