Learning by design : an integrated approach for technological pedagogical content knowledge development

Download
2013
Uygun, Erdem
The purpose of this research was to investigate the development of technological pedagogical content knowledge (TPACK) as students engaged in learning by design activities in the context of Research and Practice on Technology in Teacher Education course offered at a public university in Turkey in Spring 2013. Following the case study methodology, the research implemented learning by design (LBD) module that included TPACK game activities developed specifically to examine students’ TPACK development in the course. Research participants included 10 graduate students from different disciplines in the Faculty of Education such as Mathematics Education, English Language Education, Computer Education and Instructional Technologies (CEIT), Primary School Education, and Science Education. Data sources included the TPACK-deep survey, researcher observations, reflection papers, and LBD artifacts. The research revealed that students used two major strategies in their design process, namely orientation, and focus. This result indicated that there were multiple pathways of reaching TPACK. Students’ self-perceived TPACK competency was found to be reflected in their instructional practices. Lastly, LBD module implemented in the study was identified as having positive impact on students’ TPACK development.

Suggestions

A Review of the Research on Technological Pedagogical Content Knowledge: The Case of Turkey
Baran, Evrim; BİLİCİ, SEDEF CANBAZOĞLU (2015-01-01)
Technological Pedagogical Content Knowledge (TPACK) framework has played an important role in rethinking current teacher education and technology practices both in Turkey and around the world. Due to the recent increase in the number of research studies conducted on TPACK in Turkey, there has been an emerging need to investigate the research on TPACK to evaluate the current literature as well as to guide future research studies. To help better inform teacher educators and researchers, the authors embarked u...
Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge
Yerdelen-Damar, Sevda; Boz, Yezdan; Aydin-Gunbatar, Sevgi (2017-08-01)
This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 fema...
Development of pre-service chemistry teachers' pedagogical content knowledge for nature of science : an intervention study
Demirdöğen, Betül; Kondakçı, Esen; Köseoğlu, Fitnat; Department of Secondary Science and Mathematics Education (2012)
The purpose of this study was to delve into the complexities of development of preservice chemistry teachers’ science teaching orientation, knowledge of learner, knowledge of instructional strategies, and knowledge of assessment during Pedagogical Content Knowledge (PCK) for Nature of Science (NOS) instruction. Thirty pre-service chemistry teachers enrolled Research in Science Education course participated to the study. Case study, one of the qualitative research methods, was used as research design. PCK fo...
A Review Study on the Integration of Technology into Foreign Language Education in Turkey
Zengin, Özlem; Aksu, Meral (2017-01-01)
The main objective of this study was to portray a synthesis of educational research in Turkey in terms of technology integration into foreign language teaching and learning in Turkey. To this end, a comprehensive literature search was done, which was limited to the years between 2005 and 2016 via electronic databases. As a result of this search, forty-seven resources including both articles and thesis dissertations were found. The descriptive and content analysis of the findings in these studies suggested t...
To What Extent Are Science Teachers Ready to Teach Sustainable Development? A Case Study for Two Experienced Teachers Pedagogical Content Concerns
Öztekin, Ceren (2017-05-21)
This study aims to examine two in-service middle school teachers’ pedagogical content knowledge (PCK) and pedagogical content concerns (PCC) about sustainable development (SD). Data were collected from semi-structured interviews and they were both deductively and inductively coded and categorized to reach the findings. Findings of the study suggested that teachers had concerns about students’ lack of interest and awareness to SD, teachers’ deficient ...
Citation Formats
E. Uygun, “Learning by design : an integrated approach for technological pedagogical content knowledge development,” M.S. - Master of Science, Middle East Technical University, 2013.