Teaching with Digital Technologies: A Case Study using TPACK Pamela Phillips, Roberta F. Hammett, and Lisa St.Croix

Introductions Pam Phillips – Senior Instructional Designer, DELTS & Per Course Instructor Roberta Hammett – Professor, Faculty of Education Lisa St. Croix – Senior Instructional Designer, DELTS

Presentation Outline Context TPACK Study Findings Conclusions Recommendations

Context DELTS - Professional Development  Pedagogy  Technology  Technology Enabled Learning (Pedagogy and Technology)  Teaching and Learning Framework  Teaching Skills Enhancement Program (TSEP)

Context Cont’d

Literature Review TPACK Constructivism (PK)  student-centered  active engagement  group work  cognitive tools Web 2.0 (TK, PK, TPK) (Mishra & Koehler, 2006)

Roles and Competencies for Online Instructors 1.Pedagogical 2.Professional 3.Evaluator 4.Social Facilitator 5.Technologist 6.Advisor 7.Administrator 8.Researcher (Bawane and Spector, 2009) Literature Review Cont’d

Study Research Questions What do online instructors say about their knowledge of TPACK and experiences with technology infusion in pedagogy and content? How does their feedback inform the development of a plan for professional development activities? Data Source TPACK surveys

Hypotheses Newer instructors might claim less pedagogical knowledge (PK) Newer instructors might report greater TK/technological knowledge (e.g., Prensky’s digital native theory) Educational instructors might have greater pedagogical knowledge (PK) Educational instructors might claim high technological pedagogical knowledge (TPK)

Current Teaching Context

Disciplines

Findings – TK

Findings Q18Q24 TPK TCK

Findings – Teaching Experience

Findings - TPK Q19 Q20 Q21 Q22Q23 Q24 Q25 Q26 Q27

Findings TechnologiesInstructor Centered Mix/BlendStudent Centered Video (YouTube)1001 Audio/Podcast PowerPoint601 (option) Internet300 D2L (LMS)6 content7 discuss/chat4 group/teach Elluminate Live!2 model/tutorials 2 discussions0 Learning Objects 02 click, drag0 WebQuests010 GIS*001

Findings TechnologiesInstructor Centered Mix/BlendStudent Centered Prezi110 Blogging011 Social Networking11 NING, blog Wiki12 group work Wordle100 Storytelling001 Skype01 sync discuss0 Poll Anywhere010 E-portfolio001 digital product Smart Boards*300

Findings (Examples) Instructor Centered Mix/BlendStudent Centered Video: often use YouTube videos in class to provide real life examples of business theory which we are dealing with in class. Sometimes it is interviews with leading business people or academics. D2L: graduate course content on school violence and family school relations; online discussion forum; critical dialogue in response to instructor generated critical questions and ongoing additional critical probing questions from both instructor and students. Wiki: I use a wiki for students to collaborate on projects and to encourage them to become part of a professional learning community.

Findings “Frankly, I don't know what I'm doing when it comes to technology. Since I began teaching 8 years ago, I've moved from blackboard and a photocopied overhead transparencies to powerpoints. Trying to access the internet while in class is a bit of a nightmare, and I don't know what else to incorporate. “ “And I'm scared of using media ineffectively, showing something and not realizing I shouldn't have done so,so making a copyright infringement... things change so quickly and I don't even know what is out there.” “Can not think of an example but I would love to learn more about using technology in the classroom and online”

Findings “ I would find it very beneficial to have more content/discipline-related and hands-on professional development on campus e.g., short courses with small groups that can meet disciplinary needs as well as generic needs and one-one mentoring.” “I never feel quite "on top" of emerging technologies and possibilities for their uses in my own context and settings. With few "disciplinary colleagues" around me, I would find it very beneficial to have more technology- realted learning and mentoring options available to me so that I might continue to learn new ways of using technologies to support teaching and learning in general... “

Conclusions University instructors rated themselves highly (approx 75-80%) on TPK A little lower on TK (50-80%) Higher on CK, PK and PCK (90%) We suspect their confidence in content knowledge is warranted Not so sure about TK and TPK based on the written responses

Conclusions (Cont’d) Professional development on pedagogy and technology Discipline-specific research and professional development on what technologies enhance learning

Recommendations/Next Steps Survey online instructors each of the 3 semesters Survey all university instructors in the future Interview respondents re: technology knowledge Emphasize pedagogy in professional development sessions on new technologies (PK and TPK) Professional development be content\ discipline- related (TCK) Peer mentoring groups

Acknowledgements and Thank you TPACK (Mishra & Koehler; Schmidt, Baran, Thompson, Koehler, Mishra & Shin) Gerry White and Catherine Wicks YOU! Thanks for coming to our presentation. Contact: