Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology

Jaipal, Kamini; Figg, Candace

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Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology

Jaipal, K. & Figg, C. (2010). Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology. Journal of Technology and Teacher Education, 18(3), 415-441. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/28335.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 18, Issue 3, July 2010
Society for Information Technology & Teacher Education Chesapeake, VA

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Table of Contents

Authors

Kamini Jaipal, Candace Figg, Brock University, Canada

Abstract

Four pre-service teachers participated in a school-based collaborative initiative where they were supported by 2 university faculty members, a school board technology consultant and a Masters student to integrate technology into teaching practice. Pre-service teachers planned and taught technology-enhanced lessons during a 7-week practice-teaching block at two K-8 schools. This paper proposes a framework that outlines particular characteristics for supporting pre-service teachers’ effective integration of technology into classroom practice. The characteristics emerged from a cross-case analysis of data sources from the 4 participants. Data sources included pre and post focus group interviews, individual interviews, planning and support sessions, lesson plans, and observations of pre-service teachers’ classroom practice. A framework is proposed that expands understandings of the current TPACK model (Koehler & Mishra, 2008) for classroom practice.

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References

Becker, H. J. (1994). How exemplary computer-using teachers differ from other teachers: implications for realizing the potential of computers in schools. Journal of Research on Computing in Education, 26(3), 291-321.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.
Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers: are we thinking with technology. Journal of Research on Technology in Education, 35 (3), 342-361.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration. Educational Technology Research and Development, 53, 25-39.
Grove, K., Strudler, N., & Odell, S. (2004). Mentoring toward technology use: Cooperating teacher practice in supporting student teachers. Journal of Research on Technology in Education, 37(1), 85-108.
Hadley, M., & Sheingold, K. (1993). Commonalities and distinctive patterns in teachers’ integration of computers. American Journal of Education, 101, 261-315.
Paper presented at the 2007 annual meeting of the american educational Research association (aeRa), Chicago, il.
Hiebert, J., & Stigler, J. W. (2000). A proposal for improving classroom teaching: lessons from the TimSS video study. The Elementary School Journal, 101(1), 3-20.
Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 227-302.
Hughes, J., & Scharber, C. M. (2008). Leveraging the development of english TpCK within the deictic nature of literacy. In aaCTe Committee on innovation and Technology (ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge.
Joyce, B., Weil, M., & Calhoun, E. (2004). Models of teaching (7th ed.) new York: pearson.
Koehler, M. J., & Mishra, P. (2008). Introducing TpCK. In aaCTe Committee on innovation and Technology (ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge.
Margerum-leys, J., & Marx, R.W. (2004). The nature and sharing of teacher knowledge of technology in a student teacher/mentor teacher pair. Journal of Teacher Education, 55(5), 421-437.
McCrory, R. (2008). Science, technology, and teaching: The topic-specific challenges of TpCK in science. In aaCTe Committee on innovation and Technology
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Niess, M. L. (2005) Scaffolding math learning with spreadsheets. Learning & Leading with Technology, 32(5), 24-25, 48.
Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, Ca: Sage.
Schwandt, T. A. (1997). Qualitative inquiry: A dictionary of terms. Thousand Oaks, Ca: Sage.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Suharwoto, G., & Niess, M. (2001). How do subject specific teacher preparation programs that integrate technology throughout the courses support the development of mathematics preservice teachers’ TPCK (technology pedagogical
Thompson, A., & Mishra, P. (2008) Breaking news: TpCK becomes TpaCK! Journal of Computing for Teacher Educators, 24(2), 38.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@editlib.org.

[1] Becker, H. J. (1994). How exemplary computer-using teachers differ from other teachers: implications for realizing the potential of computers in schools. Journal of Research on Computing in Education, 26(3), 291-321.

[2] Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.

[3] Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers: are we thinking with technology. Journal of Research on Technology in Education, 35 (3), 342-361.

[4] Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration. Educational Technology Research and Development, 53, 25-39.

[5] Grove, K., Strudler, N., & Odell, S. (2004). Mentoring toward technology use: Cooperating teacher practice in supporting student teachers. Journal of Research on Technology in Education, 37(1), 85-108.

[6] Hadley, M., & Sheingold, K. (1993). Commonalities and distinctive patterns in teachers’ integration of computers. American Journal of Education, 101, 261-315.

[7] Paper presented at the 2007 annual meeting of the american educational Research association (aeRa), Chicago, il.

[8] Hiebert, J., & Stigler, J. W. (2000). A proposal for improving classroom teaching: lessons from the TimSS video study. The Elementary School Journal, 101(1), 3-20.

[9] Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 227-302.

[10] Hughes, J., & Scharber, C. M. (2008). Leveraging the development of english TpCK within the deictic nature of literacy. In aaCTe Committee on innovation and Technology (ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge.

[11] Joyce, B., Weil, M., & Calhoun, E. (2004). Models of teaching (7th ed.) new York: pearson.

[12] Koehler, M. J., & Mishra, P. (2008). Introducing TpCK. In aaCTe Committee on innovation and Technology (ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge.

[13] Margerum-leys, J., & Marx, R.W. (2004). The nature and sharing of teacher knowledge of technology in a student teacher/mentor teacher pair. Journal of Teacher Education, 55(5), 421-437.

[14] McCrory, R. (2008). Science, technology, and teaching: The topic-specific challenges of TpCK in science. In aaCTe Committee on innovation and Technology

[15] Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

[16] Niess, M. L. (2005) Scaffolding math learning with spreadsheets. Learning & Leading with Technology, 32(5), 24-25, 48.

[17] Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, Ca: Sage.

[18] Schwandt, T. A. (1997). Qualitative inquiry: A dictionary of terms. Thousand Oaks, Ca: Sage.

[19] Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

[20] Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

[21] Suharwoto, G., & Niess, M. (2001). How do subject specific teacher preparation programs that integrate technology throughout the courses support the development of mathematics preservice teachers’ TPCK (technology pedagogical

[22] Thompson, A., & Mishra, P. (2008) Breaking news: TpCK becomes TpaCK! Journal of Computing for Teacher Educators, 24(2), 38.

Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology

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