Joke Voogt King’s College London 9 September 2013

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 abletointegratevery different knowledgedomains: • Subject matter • Pedagogy • Theyneedtoknowhowstudentscanlearn a difficult concept or procedure And • Knowledge abouthow ICT canfoster 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. 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. What is 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 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 Technological Pedagogical Knowledge: How pedagogy is changing because of ICT Technological Content Knowledge: How subject matter content is changing because 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 forpre- 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 forvocabularylearning 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 • Givemeaning • 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 • Givemeaning • 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. Technological Knowledge To learn the game To understand the affordances of the game: feedback and gameplay • Pedagogical knowledge • What do my kids already know? • How do I organise the lesson • How do I know that my children learned • Content knowledge • How children’s vocabulary develop

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

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

23. ICT integration in teacher education? Conditions for success

24. ICT integration in teacher education? Conditions for success

25. 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 conversationswithteachers we alsowantedtoknowwhether a deachercouldedevelop TPACK thatcouldbeassessed • Perceived TPACK • Self-assessment • Interviews • Teacher reflections • Self-reports • Enacted TPACK • Observation checklist • Lessonplans • Researcher logbook

28. Can we reproduce the seven knowledge domains?

29. Results of EFA (NL study)

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 withinthe TPACK Survey:

31. Results (FL) • First: doing the EFA on the NL-data with only the TPACK Survey items that were included in the FL-survey: • 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 • Based on our study we think: • TK is conditional for TCK, TPK and TPCK(Voogt, Fisser, Gibson, Knezek & Tondeur, 2012)(& recent regression analysis) • The combination of TPK, TCK and TPCK is the heart (or the core) of the model (TPACK Core) “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) And if you take a close look.. It has been there the whole time! 

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