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

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.


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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...
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Following a design-based research approach, the present study aimed to develop a course design named Theory – Application – Practice (T-A-P) and investigate its effectiveness for graduate level students’ development of technological pedagogical content knowledge (TPACK). Participants’ views on the T-A-P course design, the change in their perceived competencies and self-efficacy of TPACK, and the change in their TPACK level were investigated to test the effectiveness of the course design. The proposed design...
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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.