상세정보
Export to Refworks부가기능
Pairing a Learning Activity Types Short Course with Collaborative Curriculum Design: An Approach to Impact Teachers' Technological Pedagogical Content Knowledge (TPACK)
상세 프로파일
| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Pairing a Learning Activity Types Short Course with Collaborative Curriculum Design: An Approach to Impact Teachers' Technological Pedagogical Content Knowledge (TPACK). |
| 개인저자 | Karns, Steven J. |
| 단체저자명 | University of Pittsburgh. School of Education. |
| 발행사항 | [S.l.]: University of Pittsburgh., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 136 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781088351635 |
| 학위논문주기 | Thesis (Ed.D.)--University of Pittsburgh, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Longo, R. Gerard. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | In the last 20 years, spending on educational technology has increased a hundredfold worldwide (Lim, Zhao, Tondeur, Chai, & Tsai, 2013). Research suggests that the integration of that investment into classroom instruction is often inadequate to substantively impact student learning experiences (Ertmer & Otterbreit-Leftwich, 2010). The purpose of this study was to determine the effect of a unique approach to professional development on the participant teachers' Technological Pedagogical Content Knowledge (TPACK). TPACK is defined as "...knowledge about the complex relations among technology, pedagogy, and content that enables teachers to develop appropriate and context-specific teaching strategies" (Koehler, Mishra, Kereluik, Shin, & Graham, 2014, p. 102). The seven sixth-grade teachers at North East Middle School completed an online short course on Learning Activity Types and participated in collaborative curriculum design, during which they developed an interdisciplinary thematic unit. This study also sought to determine the contextual factors that influenced the teachers as they developed the unit, as well as their beliefs about planning and technology upon conclusion. Data was gathered during the research process through individual interviews (both at the outset of the methodology and after the teachers had completed the professional development experience), observations during the planning process, and a focus group discussion. That data was coded and analyzed in order to answer the three research questions that guided the study.Having teachers complete the online short course and work together to design an interdisciplinary thematic unit resulted in a positive impact on 86 percent of the participant teachers' technological pedagogical knowledge (TPK), 71 percent of the participant teachers' technological content knowledge (TCK), and 71 percent of the participant teachers' technological pedagogical content knowledge (TPACK). Contextual factors, such as access to resources and time during the day to undertake the collaborative design of instruction, were essential to this approach. The subjects shared that the collaboration with colleagues enhanced their planning and forced them reflect on how they design instruction. It also increased their awareness of technological options and improved their confidence to use technology during classroom instruction. |
| 일반주제명 | Educational technology. Teacher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
