ERIC Number: EJ1064962
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 18
Putting TPACK on the Radar: A Visual Quantitative Model for Tracking Growth of Essential Teacher Knowledge
Colvin, Julien C.; Tomayko, Ming C.
Contemporary Issues in Technology and Teacher Education (CITE Journal), v15 n1 p68-84 2015
Since Mishra and Koehler's (2006) description of technological pedagogical content knowledge (also known as TPACK), scholars have analyzed the various paths preservice and in-service teachers can take to develop their knowledge in each of the subdomains. However, the model of the overall framework can be confusing to teachers, as Venn diagrams are generally used for categorization. Furthermore, no representation of TPACK to date has presented a means to accurately reflect a teacher's growth in knowledge over time. This paper proposes a visual and quantitative representation of TPACK that will help teachers better understand the TPACK framework and track their growth in the knowledge domains over time. A pilot study was conducted with 24 preservice science and mathematics teachers. Quantitative evidence indicated that an explanation of TPACK using a radar diagram was at least as effective as an explanation using a Venn diagram in terms of these students' understanding of TPACK. Furthermore, the qualitative evidence supported the assertion that teachers would benefit from a way to track their growth in the essential knowledge areas encompassed by the framework.
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Statistical Analysis, Teacher Improvement, Preservice Teachers, Mathematics Instruction, Science Instruction, Visual Aids, Models, Likert Scales, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A