1. Bringing Technology into the Classroom
One Iteration at a Time
7th International ETAI Conference
July 6, 2016

2. Overview Introduction Theoretical Background Design: Iteration 1
Methods
Findings
Discussion
Leah Doryoseph
Anat Goodman
Micki Zaritsky
Final projects for a master's degree
Technologies in Education Program
University of Haifa
Prof. Yael Kali
Dr. Ornit Sagy

3. Introduction integrating technology pedagogically meaningful
teacher professional development
design-based research (DBR)

4. Theoretical Background
TPACK
Cognitive apprenticeship
Model of professional growth

5. Technological, Pedagogical & Content Knowledge
(Mishra & Koehler, 2009)

6. Elements of Cognitive Apprenticeship
Modeling
Coaching
COGNITIVE
APPRENTICESHIP
Scaffolding
(Collins, 2006)

7. Interconnected Model of Professional Growth
(Clarke & Hollingsworth,
2002, p. 951)
Reflection
Enactment

8. DBR: Design Based Research
Methodology
DBR: Design Based Research

9. DBR: Design Based Research
(Collins, 1990; Barab & Squire, 2004; Barab, 2006)

10. Design: First Iteration

11. First Iteration - Course Environment
TPACK
(Mishra & Koehler, 2006)
Cognitive Apprenticeship
(Collins, 2006)
Integrated Model of Professional Growth
(Clarke & Hollingsworth, 2002)

12. Foundation Design- Zoom in

13. Foundation Design- Zoom into a session
Session Checklist

14. Design: Second Iteration

15. Mediating Processes of Enactment and Reflection

16. Computer Room → Pocket Technology

17. Methods and Findings

18. Research Questions
(a) To what extent did the teachers’ perceived TPACK change during each iteration of this course?
(b) How do the findings of the revised second iteration compare with those of the first?

19. Methodology Tools: TPACK Survey Participants:
English teachers in Israel
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), ‏

20. Pre-Post TPACK - First Iteration
Paired t-test analysis indicates significant increase t(28)= , p<0.001 between pre (M=3.59, SD=0.33) and post (M=4.04, SD=0.28) tests of Iteration 1.
t(28)= , p< between pre (M=3.59, SD=0.33) and post (M=4.04, SD=0.28) tests

21. TPACK Delta - First Iteration

22. Pre-Post TPACK - Second Iteration
Paired t-test analysis indicates significant increase t(28)=-15.57, p<0.001 between pre (M=2.77, SD=0.25) and post (M=4.13, SD=0.24) tests of Iteration 2.
t(28)=-15.57, p< between pre (M=2.77, SD=0.25) and post (M=4.13, SD=0.24) tests

23. Comparing Iteration Deltas
We compared the rise in teachers' TPACK between the beginning and end of Iteration 1 (M=0.5214, SD=0.2921) to that of Iteration 2 (M=1.4386, SD=0.3506). A paired t-test analysis t(6)= , p< indicates a dramatically significant increase in the second iteration
Iteration 1 (M=0.5214, SD=0.2921) to Iteration 2 (M=1.4386, SD=0.3506)’ t(6)= , p<0.0001

24. Discussion

25. Discussion

26. Thank you for listening
Questions?
Thank you for listening
Special warm thanks to our advisors Professor Yael Kali and Doctor Ornit Sagy

27. References
Clarke, D. & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18,
TPACK Reproduced with permission, © 2012 by tpack.org
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), ‏
Photos: Kolb’s reflective cycle, 21c tools image (which we probably won’t use) Cognitive apprenticeship