THE EFFECT OF INSTRUCTIONAL MATERIAL DESIGN PROCESS TO MATHEMATICS TEACHER CANDIDATES’ TPACK

Okan Durusoy, Ayşen Karamete

Abstract


It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been assigned tasks for designing materials they can use in their lessons. Before starting the tasks, all the teacher candidates filled out the TPACK scale (Schmidt et al., 2009) and pre-test data were generated. Among the task steps that were carried out, the prospective teachers shared the developmental stages of the material with their friends and enriched the materials in the direction of their comments. To gain more time, presentations and interpretations are conducted through a closed Facebook group. At the end of material development process which was carried out by sticking to learning by design principles, the TPACK scale was re-applied to all the teachers and the post test data of the study was obtained. Statistical analysis using the Wilcoxon signed rank test showed that there was a significant difference between the two tests and that all the teacher candidates increased their total scores. As a result of the study, it was found that the process of material development carried out by learning by design framework leads to a positive change in TPACK of teacher candidates.

 

Article visualizations:

Hit counter

DOI

Keywords


TPACK, teacher training, learning by design

Full Text:

PDF

References


Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: predicting prospective and practicing teachers’ use of technology. Computers & Education, 56, 91–100.

Alayyar, G. (2011). Developing pre-service teacher competencies for ICT integration through design teams (Doctoral dissertation). University of Twente, Enschede, the Netherlands.

Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. John Wiley & Sons. Hoboken: NJ.

Dikkartın Övez, F. T., Akyüz, G. (2013). İlköğretim Matematik Öğretmeni Adaylarının Teknolojik Pedagojik Alan Bilgisi Yapılarının Modellenmesi. Eğitim ve Bilim, 38,170.

Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51, 187–199.

Ertmer, P. (2005). Teacher pedagogical beliefs: the final frontier of in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–40.

Gür, H., & Karamete, A. (2015). A short review of TPACK for teacher education. Educational Research and Reviews, 10(7), 777.

Jang, S.-J., & Chen, K.-C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553–564.

Johnson, L. D. (2012). The effect of design teams on pre-service teachers’ technology integration (Unpublished doctoral dissertation). Syracuse University, Syracuse, NY.

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium.

Koehler, M., & Mishra, P. (2005a). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102.

Koehler, M., & Mishra, P. (2005b). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.

Koehler, M., Mishra, P., Hershey, K., & Peruski, L. (2004). With a little help from your students: A new model for faculty development and online course design. Journal of Technology and Teacher Education, 12(1), 25–55.

Koehler, M., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, & technology. Computers & Education, 49(3), 740–762.

Koh, J. H. L., & Divaharan, S. (2013). Towards a TPACK-fostering ICT instructional process for teachers: Lessons from the implementation of interactive whiteboard instruction. Australasian Journal of Educational Technology, 29(2), 233–247.

Lu, L., Johnson, L., Tolley, L.M., Gilliard-Cook, T., and Lei, J., (2011). Learning by design: TPACK in action. Technology integration preparation for preservice teachers. In C. D. Maddux et al. (Eds.), Research highlights in technology and teacher education, (pp. 47-54).

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017- 1054.

Ottenbreit-Leftwich, A., Glazewski, K., Newby, T., & Ertmer, P. (2010). Teacher value beliefs associated with using technology: addressing professional and student needs. Computers & Education, 55, 1321– 1335.

Polly, D. (2011). Teachers’ learning while constructing technology based instructional resources. British Journal of Educational Technology, 42(6), 950–961.

Polly, D., & Orrill, C. H. (2016). Designing professional development to support teachers’ TPACK in elementary school mathematics. In M. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge, 2nd edition (pp. 259–268). New York: Routledge.

Sang, G., Valcke, M., Braak, J. V., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123-149.

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




DOI: http://dx.doi.org/10.46827/ejes.v0i0.1577

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Okan Durusoy, Ayşen Karamete

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).