Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach

2016-01-01
Baran, Evrim
Uygun, Erdem
Design-based learning (DBL) has been considered a useful approach in teacher education because of its emphasis on the investigation of technology integration problems in design processes. Despite recent interest in understanding how technological, pedagogical, and content knowledge (TPACK) translates to action, limited research exists on how TPACK is developed within DBL contexts and what principles of DBL can be applied to TPACK development. To address these critical gaps in the literature, an approach was developed that outlined eight DBL principles that foster understanding of TPACK-in-action in teacher education contexts. Next, a graduate course was designed to determine how course activities facilitated understanding of TPACK-in-action and to what extent students enacted TPACK-DBL principles. Following a case study methodology, data were collected from 10 graduate students through reflection reports, design guides, and researcher observation notes. The analysis of qualitative and descriptive data revealed that as a result of TPACK-DBL activities, students developed a four-dimensional understanding of TPACK-in-action: theory-practice connection, readiness for practice, technological proficiency, and sustainable learning of TPACK. The results offer recommendations to teacher educators for developing understanding of TPACK-in-action through DBL activities.
AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY

Suggestions

The design, implementation and evaluation of a professional development programme to support teachers' technology integration in a public education centre
Alemdağ, Ecenaz; Cevikbas, Seher Gul; Baran, Evrim (2020-05-01)
The main purpose of this study was to design and implement a professional development programme on technology integration for teachers in a public education centre based on the technological pedagogical content knowledge (TPACK) framework and learning by design approach, and to evaluate the programme's impact. Ten adult education teachers in a public education centre participated in this case study research. Data sources include teacher-reflective reports, lesson plans and focus group interviews. The result...
Status of Ict in Schools of Teacher Education: Deans' Views
Goktas, Yuksel; Yıldırım, Zahide; Yildirim, Soner (2008-07-01)
This study presents the survey findings about the status of information and communication technologies (ICT) in schools of teacher education (SsTE) in regard to ICT resources and methods of their usage, planning and in-service training, sufficiency level of physical and human resources, and main barriers and enablers of ICT integration. The data were collected from 51 of the 63 deans of SsTE in Turkey through a questionnaire. The findings indicated that despite the differences among SsTE, the resources Eire...
THE INVESTIGATION OF NOVICE PROGRAMMERS' DEBUGGING BEHAVIORS TO INFORM INTELLIGENT E-LEARNING ENVIRONMENTS: A CASE STUDY
TÜRKMEN, GAMZE; Caner, Sonay (Turkish Online Journal of Distance Education, 2020-07-01)
This study aims to provide a comprehensive and in-depth investigation of the debugging process in programming teaching in terms of cognitive and metacognitive aspects, based on programming students who demonstrate low, medium, and high programming performance and to propose instructional strategies for scaffolding novice learners in an effective way. Data were collected from 41 novice programming students from C++ and Python programming language courses of the same instructor in the scope of case study meth...
The role of space in interdisciplinary collaboration in design education
Kaygan, Pınar; Aydınoğlu, Arsev Umur (2018-09-01)
The growing interest in the collaborative design education for innovation has mainly been concerned with students and learning outcomes. We know less about the collaboration between the tutors who teach interdisciplinary design courses. Addressing this gap, this article explores the effect of space on the interdisciplinary collaboration between faculty members from the fields of industrial design, architecture, engineering and business administration, who come together to design and conduct an extra-curricu...
Promoting and investigating pre-service middle school mathematics teachers' TPACK-practical development in the context of an undergraduate course
Koştur, Merve; Haser, Çiğdem; Department of Elementary Education (2018)
The purpose of the study was to enhance and investigate the technological pedagogical content knowledge-practical (TPACK-P) development of pre-service middle school mathematics teachers (PMTs) through the Technology Use in Mathematics Education (TUME) course aiming TPACK-P development in three pedagogical domains: Assessment, Planning and Design, and Enactment. TUME course was designed and implemented based on four principles driven from the TPACK and TPACK-P frameworks which were transformative approach, c...
Citation Formats
E. Baran and E. Uygun, “Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach,” AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, pp. 47–63, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/65945.