1. The uptake of technology in education: Technological Pedagogical Content Knowledge as a way forward? Joke Voogt King’s College London 9 September 2013

2. In this presentation  Teachers’uptake of technology  What is Technological Pedagogical Content Knowledge (TPACK) ?  TPACK as a conceptual model  As a framework for identifying the knowledge base for teaching with technology  As a guide during the design of technology-enhanced lessons and programmes  TPACK as assessment model?  Discussion

3. The professional identity of teachers  Teaching takes place in a complex and dynamic environment  Teachers are able to integrate very different knowledge domains:  Subject matter  Pedagogy  They need to know how students can learn a difficult concept or procedure And  Knowledge about how ICT can foster teaching and learning

4. The uptake of technology  Despite experiences in the last decades:  Teachers have unsufficient knowledge and experience with the use of ICT for teaching  Many teachers got their degree when ICT was not as ubiquitous as it is now  Many teachers find themselves unprepared for using ICT in teaching  Many teachers do not see the added value of ICT for teaching and learning

5. What is TPACK?  Koehler & Mishra (2006):  TPCK emphasizes the interactions between content, pedagogy and technology.  A conceptual framework describing the knowledge base for teachers to effectively teach with technology  Do we need to extend Shulman’s notion of PCT to TPACK.

6. The core of good teaching; building on teachers’ professional identity “At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them.” (Koehler & Mishra, 2006)

7. Technological Content Knowledge: How subject matter content is changing because of ICT Technological Pedagogical Knowledge: How pedagogy is changing because of ICT Technological Knowledge Being able to operate specific ICT applications being able to learn how to use specific ICT applications and its affordances A functional understanding of ICT

8. TPACK  Technological Pedagogical Content Knowledge: The knowledge and skills yeachers’need to be able to integrate subject matter content, pedagogy and ICT  Important:  To be able to play with the model  Ignoring the complexity can lead to too easy solutions or failures.  Context counts

9. Why studying TPACK?  We became fascinated by  the attractiveness of the model  the acceptance of the model by teachers  but also by the complexity of the model (and what’s behind it)  We worked on  Survey for pre-service teachers  Professional development for pre- and in-service teachers (with our PhD students)  Literature review (JCAL, 2012)  Discussions/debates/presentations

10. TPACK as a conceptual framework  As a guide during lesson  As a guide for programme development

11. Two examples Example 1  A serious game for vocabulary learning Example 2  TPACK as a conceptual model for the development of a programme of study

12. Example 1: A serious game for vocabulary learning

13. Pedagogical underpinning Verhallen & Verhallen  Prepare  Give meaning  Consolidate  Check  Repeat By the teacher in a lesson: Lesson plans Feedback on learners’ results With the game on the computer: Minigames –endless practice, direct feedback, incentives/ gameplay, Identification with ‘ídols’

14. Verhallen & Verhallen  Voorbewerken  Semantiseren  Consolideren  Controleren  Herhaling door de docent in de klas Minigames (eindeloos oefenen – ook thuis), directe feedback, beloning/ gameplay, identificatie met ‘ídolen’

15. Kenmerken taalgame Verhallen & Verhallen  Voorbewerken  Semantiseren  Consolideren  Controleren  Herhaling door de docent in de klas Minigames (eindeloos oefenen – ook thuis), directe feedback, beloning/ gameplay, identificatie met ‘ídolen’

16. Kenmerken taalgame Verhallen & Verhallen  Voorbewerken  Semantiseren  Consolideren  Controleren  Herhaling door de docent in de klas Minigames (eindeloos oefenen – ook thuis), directe feedback, beloning/ gameplay, identificatie met ‘ídolen’

17. Pedagogical underpinning Verhallen & Verhallen  Prepare  Give meaning  Consolidate  Check  Repeat By the teacher in a lesson: Lesson plans Feedback on leaners’ results With the game on the computer: Minigames –endless practice, direct feedback, incentives/ gameplay, Identification with ‘ídols’

18. Pedagogical underpinning Verhallen & Verhallen  Voorbewerken  Semantiseren  Consolidate  Check  Repeat By the teacher in a lesson: Lesson plans Feedback of leaners’results With the game on the computer: Minigames –endless practice, direct feedback, incentives/ gameplay, Identification with ‘ídols’

19. Research on the effects  Students and teachers are are positive about the game  Teachers find it attractive because :  It fits their teaching vision  It easily fits in their lesson practice  It can be a substitute for the tekst book  Effect study (3 conditions):  In comparison with the game on its own and a paper-based version + classroom lesson we found the highest effect on learning results for the game, when used with a classroom lesson (immediate + retention test)

20. Content knowledge How children’s vocabulary develop Pedagogical knowledge What do my kids already know? How do I organise the lesson How do I know that my children learned Technological Knowledge To learn the game To understand the affordances of the game: feedback and gameplay

21. Pedagogical Content Knowledge: Knowledge of the pedagogical underpinnings Technological Content Knowledge: - Technological Pedagogical Knowledge: How do I use the game in relation to my voacabulary teaching TPACK: the integration of all these considerations

22. Example 2: How to position ICT in a teacher education programme

23. ICT integration in teacher education? Conditions for success

26. ICT integration in teacher education? Conditions for success?

27. TPACK as an assessment model? Because of the attractiveness of the model in conversations with teachers we also wanted to know whether a deacher coulde develop TPACK that could be assessed  Perceived TPACK  Self-assessment  Interviews  Teacher reflections  Self-reports  Enacted TPACK  Observation checklist  Lesson plans  Researcher logbook

28. Can we reproduce the seven knowledge domains? The NetherlandsFlanders, Belgium Pre-service teachersTeacher educators Use of technology in the science domain Use of technology in different domains Sample: - 287 pre-service teachers - age 16-24 - 24% male, 76% female - distributed over 4 years of study Sample: -146 teacher educators -age 26-61 -29% male, 71% female -1-38 years experience as teacher educator Instrument: TPACK Survey (Schmidt et al., 2009), all items Instrument: TPACK Survey (Schmidt et al., 2009), T-related items

29. Results of EFA (NL study) factorItems in factorName factorReliability Cronbach’s α 1TK1 TK2 TK3 TK4 TK5 TK6 TK7Technological Knowledge.90 2PK1 PK2 PK3 PK4 PK5 PK6 PK7Pedagogical Knowledge.75 3CK1 CK2 CK3 PCK1 PCK2Pedagogical Science Content Knowledge.80 4TCK1 TCK2 TCK3 TCK4 TCK5 TCK6 TPK1 TPK2 TPCK2 TPCK3 TPCK4 TPCK6 Technological & Pedagogical enhanced Science Content Knowledge.88 5TPK3 TPK4 TPK5 TPCK1 TPCK5 Critically applying learned TPACK.73 6Model1 Model2 Model3 Model4Role models of TPACK.73 7TPCK7 TPCK8 TPCK9 TPCK10TPACK Leadership.89

30. The Flanders study (Focusing on the T-related components)  Survey for teacher educators  Only the T-related items from the TPACK Survey  Specific science-related items were left out, all items were transformed to “your content area”  Reliability all TPACK-items together: Cronbach’s α = 0.97  Reliability for all categories within the TPACK Survey: DomainCronbach’s α TK.95 TCK.92 TPK.83 TPCK.96

31. Results (FL)  First: doing the EFA on the NL-data with only the TPACK Survey items that were included in the FL-survey: factorItems in factorName factorReliability Cronbach’s α 1TK1 TK2 TK3 TK4 TK5 TK6 TK7TK.90 2TCK1 TCK2 TCK3 TCK4 TPK1 TPK2 (TPCK1) TCK & TPK.85 3TPCK1 TPCK2 TPCK3 TPCK4 TPCK5 TPCK6 (TPCK1) TPCK.77 Then CFA: a good fit, but the correlations between the factors are also very high, a 1- or 2-factor solution might be possible*

32. Getting closer to TPACK Core And if you take a close look.. It has been there the whole time! “At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them.” (Koehler & Mishra, 2006)  Based on our study we think: 1.TK is conditional for TCK, TPK and TPCK (Voogt, Fisser, Gibson, Knezek & Tondeur, 2012) (& recent regression analysis) 2.The combination of TPK, TCK and TPCK is the heart (or the core) of the model (TPACK Core)

33. TPACK as a complex and fuzzy concept  Developing an instrument that is suitable for every situation is impossible  It is the specific context that matters most, and T, P and C are always context-dependent!  Measuring TPACK by a self-reporting survey is not enough  More measurement moments are needed  More instruments (observation, lesson plan rubric, etc) are needed

34. Video vignettes: Examples of teachers’pedagogical use of ICT, including teachers’reasoning on their use of ICT  Introduction  Subject, Goal, Nature of ICT use, Perceived added value  Practice:  ICT applications, Goals of ICT use, Why attractive, efficient or effective; How do they integrate content, pedagogy and ICT; Roles for teachers and students  Reflection:  Why this lesson, Why this combination of T,P,C; Would this lessom be different without ICT; How dom you know you have accomplished your goals

35. To finalize  TPACK seems to quite useful to conceptualise what technology enhanced teaching and learning could be and how teachers. Curriculum developers can use it  However, assessing whether a teacher is TPACK competent is a rather complex endeavour and it is not quite clear whether it is a useful model for that

36. This is team work!  Joke Voogt (University of Twente) & Petra Fisser (Netherlands Institute of Curriculum Development)  Jo Tondeur, Natalie Pareja Roblin & Johan van Braak (Ghent University)  And PhD students from Ghana, Tanzania and Kuwait