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TPACK integration in teacher education:A case study in educational institutionsfor the futureJo TondeurJohan van BraakJoke...
Pre-service teachers’ use of technology• Pre-service training can affect new teachers’ adoption of  technology (e.g. Drent...
FromTK…   to TPACK             Mishra en Koehler (2006)
Recent calls stress the need to provide student    teachers with training in authentic teaching                     situat...
TPACK development                    (Niess et al., 2008)
TPACK > School improvement    [4in balance , Stichting Kennisnet ICT op school, 2007]
Purpose of the study Preparing student teachers to integrate ICT intheir lessons (TPACK)Exploring the conditions at instut...
DesignCasestudy   3 teacher training institutions in Flanders            Semi-structured interviews with head ofProcedure ...
Respondents                    A                B               CStudents            8                7                9 T...
Instrument (1)Component                Exemplary interview questions                 What is the current vision of the ins...
Instrument (2)Component             Exemplary focus group questionsEducational     What kind of ICT applications do you us...
Casestudy results •   Condities for TPACK integration     ‣4 in Balance?     ‣Based on data from ICT co-ordinators and hea...
4 in Balance?                 S1                     S2                       S3Vision           No separate ICT        IC...
TPACK?The three teacher education institutions are intransition: moving from ICT as a separate course(TK) towards a morein...
S1: Towards an integrated approach     “He (the dean) fully realises that ICT…      is one small part of a larger whole.  ...
S1: From TK to PCK
S2: From TK to TCK
S2: How to link TCK & PK“We fail to use the ICT talents these students already  have in their daily lives, for educational...
S3: From TK to TPK
Different perceptions    Actually also in the lessons, they only use YouTube and    PowerPoint. That’s it…While they expec...
Discussion• Conditions at institutional level necessary to integrate  TPACK in teacher education?• Insufficient examples a...
Discussion• Need for technology-using educators who are able to model  technology use for their students (Sime & Priestly,...
More info:Jo.Tondeur@Ugent.behttp://ugent.academia.edu/JoTondeur
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TPACK integration in teacher education: A case study in educational institutions for the future

The aim of this study was to explore the ways in which teacher education institutions prepare pre-service teachers for integrating ICT in their classroom practice. Specifically, a multiplecase study was conducted to examine the ways in which the development of TechnologicalPedagogical Content Knowledge (TPACK) was promoted in the existing curriculum of threeteacher education institutions in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus groupdiscussions collected the perspectives of pre-service teachers and teacher educators. Theresults indicate that 1) the three institutions are moving from ICT as a “stand-alone” coursetowards embedding ICT across the curriculum and 2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understandingthe place of ICT in the curriculum. The discussion will focus on the challenges andopportunities inherent in understanding how to develop pre-service teachers’ TPACK in thecurriculum of teacher education institutions.

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TPACK integration in teacher education: A case study in educational institutions for the future

  1. 1. TPACK integration in teacher education:A case study in educational institutionsfor the futureJo TondeurJohan van BraakJoke VoogtPetra Fisser
  2. 2. Pre-service teachers’ use of technology• Pre-service training can affect new teachers’ adoption of technology (e.g. Drent & Meelissen, 2008)• BUT: technology seems under-used by beginning teachers (e.g. Bullock, 2004)• Possible explanations: ‣insufficient access to technology (Russell et al., 2003) ‣lack of time (Eifler, et al., 2001) ‣lack of skills (Thompson et al., 2003) However: training may not be not enough to prepare pre-service teachers to successfully integrate technology
  3. 3. FromTK… to TPACK Mishra en Koehler (2006)
  4. 4. Recent calls stress the need to provide student teachers with training in authentic teaching situations* (Angeli & Valanides, 2009)Practical experiences from across the world sustainsuch viewpoints while at the same time emphasising the difficulties faced in the implementation of such programmes (Unwin, 2004) *To illustrate: http://www.youtube.com/watch?v=2vwt-f1cuMI&NR=1
  5. 5. TPACK development (Niess et al., 2008)
  6. 6. TPACK > School improvement [4in balance , Stichting Kennisnet ICT op school, 2007]
  7. 7. Purpose of the study Preparing student teachers to integrate ICT intheir lessons (TPACK)Exploring the conditions at instututional levelnecessary to intergrate TPACK in teachereducation (4inBalance)?In which way is TPACK acquired by pre-service teachers?
  8. 8. DesignCasestudy 3 teacher training institutions in Flanders Semi-structured interviews with head ofProcedure department and ICT-coordinator Focus groups with pre-service teachers and teacher educators Method Nvivo: Inductive method
  9. 9. Respondents A B CStudents 8 7 9 Trainers 5 6 5 ICT- Coordinator ICT coordinator ICT coordinatorcoordinator Media literacy + teacher ICT + TELE Head of Head of Head Dean department department
  10. 10. Instrument (1)Component Exemplary interview questions What is the current vision of the instution on the Vision place of ICT in the curriculum? How to improve ICT-competencies of teacherCompetences educators? What kind of infrastructure can we find andInfrastructure where? Future plans? Which software are pre-service teacher using Software during their training? Support (How) are teacher educators working together? Leadership Who’s involved in the process of ICT-planning?
  11. 11. Instrument (2)Component Exemplary focus group questionsEducational What kind of ICT applications do you use in your ICT-use educational practice? What are the most important opportunities of ICTAttitudes and in education? beliefs What are the most important barriers for using (Metaplan) ICT in class? Training How are you prepared to use ICT in class? Do you have suggestions to improve the training Future of pre-service teachers with respect to ICT?
  12. 12. Casestudy results • Condities for TPACK integration ‣4 in Balance? ‣Based on data from ICT co-ordinators and heads of department • From TK to TPACK ‣Ready for an integrated approach? ‣Different strategies to integrate TK in PCK • Different actors, different perspectives ‣Between institutions ‣Within institutions ‣Between and within groups of stakeholders
  13. 13. 4 in Balance? S1 S2 S3Vision No separate ICT ICT-lessons in other New ICT course in course courses the beginning of the trainingCompetences No homogenous ICT No homogenous ICT No homogenous ICT competences competences competences > Individual support > Training (no follow- > No collaboration up)Infrastructure Good infrastructure Good infrastructure Insufficient access > Digital board? > Digital board? > developing a planSoftware and TELE (for TELE (for TELE, portfolio, …content communication) communication) > Technical skills? + website about educational technology
  14. 14. TPACK?The three teacher education institutions are intransition: moving from ICT as a separate course(TK) towards a moreintegrated approachof embedding ICTwithin the courses(TPCK)
  15. 15. S1: Towards an integrated approach “He (the dean) fully realises that ICT… is one small part of a larger whole. He therefore wants to integrate it as much as possible and not consider it as a separate subject.” [ICT coordinator S1]
  16. 16. S1: From TK to PCK
  17. 17. S2: From TK to TCK
  18. 18. S2: How to link TCK & PK“We fail to use the ICT talents these students already have in their daily lives, for educational matters” [Teacher educator S2]“A comparison is: you take one lesson in French and are then supposed to give lessons in French. It doesn’t work.” [ICT coordinator S2]
  19. 19. S3: From TK to TPK
  20. 20. Different perceptions Actually also in the lessons, they only use YouTube and PowerPoint. That’s it…While they expect us to be superinnovative and say to us: ‘This is your chance to prove yourself and to create a profile’. But what have we been shown?” [Pre-service teacher 9, S2]. “I find myself adequately trained. I’m no expert, but I have specifically worked on it because I found it important. I think that someone who is less convinced and who is not as confident with it, will find it much more of an obstacle” [Pre-service teacher 10, S2].
  21. 21. Discussion• Conditions at institutional level necessary to integrate TPACK in teacher education?• Insufficient examples and practices in the teacher education curriculum (cf. Clift et al., 2001) >• No shared vision about the role of technology in the teacher education curriculum• ICT vision and strategies are not implemented in a planned manner (see Brush & Saye, 2009; Kay, 2006; Keeler, 2008).
  22. 22. Discussion• Need for technology-using educators who are able to model technology use for their students (Sime & Priestly, 2005; Keeler, 2008).• technology plan that should integrate the vision and strategic direction of the institution (see Bates, 2000). “I think that the institution has to reflect and agree on what they themselves consider to be ICT so that the training itself can represent what ICT use actually is…” [Pre-service teacher 5, S1]• How to support the process of technology planning in order to integrate TPACK in teacher education?
  23. 23. More info:Jo.Tondeur@Ugent.behttp://ugent.academia.edu/JoTondeur

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