Coding pre-service teacher lesson plans for TPACK Kristen Kereluik Greg Casperson Mete Akcaoglu
Coding pre-service teacher lesson plans for TPACK
Kristen KereluikGreg CaspersonMete Akcaoglu
WHO are we?
Greg Casperson Mete Akcaoglu
Why we Understanding_Our_Motivations
-2 of us are former teachers, 2 currently teach pre-service or in-service teachers
-encountered a lot of talk about tpack
-realized we needed a way to look at tpack in a practical way
The Evolution of TPACKMishra and Koehler (2006)
Schmidt et al (2009)
Judy Harris Activity Types
Lisa Harvey & John Lee Observational Correlates
The next steps of TPACK
IDEAS
PRACTICE
Lesson Plans
Lesson plans are tangible artifacts of both thought and practice
How we see the purpose of our study
• Taking our first steps towards understanding a practical compliment to the TPACK survey (Schmidt et al, 2009)
• Identify potential areas where pre-service teachers TPACK survey did not translate into intended practice
Meet our teachers
Teaching and Learning with Technology
Once we had all of our data…
We developed a coding scheme for the lesson plans with categories for C, P, T…
…to TPACK, and everything in between
CK
PK & TPK
What Codes did we use?Pedagogical Knowledge (PK)
Lesson organizes and manages student behavior, clearly explains the sequence of events and procedures for students.
Technological Pedagogical (TPK)
Chose technologies to enhance teacher approach (teacher centered technology)
Chose technologies to enhance student learning (student centered technology)
What was significant
What wasn’t significant
Why we think this is important
…And why we hope you do too.
Local/Immediate Significance
Combining Technology and Pedagogy is HARD!
Content
Pedagogy
Global/Long-Term Implications
It can be done! We can make tangible what before was intangible