Blogging as an Agent of Change in Teacher Identity, TPACK (Technological and Pedagogical Content Knowledge), and Practice

• In Event: Roundtable Session 94
  In Roundtable Session: Technology Instruction, Technological Pedagogical Content Knowledge, and Teacher Learning

Abstract

This pilot study analyzed the narratives of graduate educational technology students who were also practicing teachers (n = 5), as collected from online blogs, to identify elements of teacher identity and serve as a measure of technological and pedagogical content knowledge (TPACK). It is our objective to develop a methodology to answer three research questions using student blog postings: (a) what are the relationships between identity, TPACK, and teaching style; (b) how do identity, TPACK, and teaching style in individuals change over time; and (c) what role does blogging play in these changes? Preliminary results indicated that most blogs contained elements of TPACK while few mentioned teaching style or identity and show promise for informing teacher education programs.

Authors

• Doug Hearrington, Georgia Regents University

• Anissa Lokey-Vega, Kennesaw State University