Examining Teachers’ Technological Pedagogical Content Knowledge Through the Lens of Classroom Observation

• In Event: Poster Session 17
  In Poster Session: Examining Preservice Teachers’ Technological Pedagogical Content Knowledge

Abstract

Technological Pedagogical Content Knowledge (TPACK) was introduced to the educational research field as a theoretical framework for understanding teacher knowledge required for technology integration (Mishra & Koehler, 2006; Thompson & Mishra, 2007-2008). TPACK emphasizes the need to situate technology knowledge within content and pedagogical knowledge. It is a useful theoretical frame for thinking about what knowledge teachers must have to integrate technology into teaching and how they might develop this knowledge. The purpose of this study was to design a classroom observation instrument that documents teachers’ observable characteristics specific to each TPACK knowledge domain. The instrument will be used as an additional measure to help triangulate data that documents preservice teachers’ TPACK development during a preparation program.

Authors

• Evrim Baran, Middle East Technical University

• Wei Wang, Iowa State University

• Shu Ju Diana Tai, Iowa State University

• Denise A. Schmidt-Crawford, Iowa State University

• Ann D. Thompson, Iowa State University

• Ayse Gul Kara, Middle East Technical University

• Isil Kabakci, Anadolu University