development of technological pedagogical content ... chapter 2: preservice teachers’ tpack...

Download Development of Technological Pedagogical Content ... Chapter 2: Preservice Teachers’ TPACK Development:

Post on 03-Jul-2020

0 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • Graduate Theses and Dissertations Iowa State University Capstones, Theses andDissertations

    2016

    Development of Technological Pedagogical Content Knowledge (TPACK) in PreK-6 teacher preparation programs Wei Wang Iowa State University

    Follow this and additional works at: https://lib.dr.iastate.edu/etd

    Part of the Instructional Media Design Commons, and the Teacher Education and Professional Development Commons

    This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact digirep@iastate.edu.

    Recommended Citation Wang, Wei, "Development of Technological Pedagogical Content Knowledge (TPACK) in PreK-6 teacher preparation programs" (2016). Graduate Theses and Dissertations. 15833. https://lib.dr.iastate.edu/etd/15833

    http://lib.dr.iastate.edu/?utm_source=lib.dr.iastate.edu%2Fetd%2F15833&utm_medium=PDF&utm_campaign=PDFCoverPages http://lib.dr.iastate.edu/?utm_source=lib.dr.iastate.edu%2Fetd%2F15833&utm_medium=PDF&utm_campaign=PDFCoverPages https://lib.dr.iastate.edu/etd?utm_source=lib.dr.iastate.edu%2Fetd%2F15833&utm_medium=PDF&utm_campaign=PDFCoverPages https://lib.dr.iastate.edu/theses?utm_source=lib.dr.iastate.edu%2Fetd%2F15833&utm_medium=PDF&utm_campaign=PDFCoverPages https://lib.dr.iastate.edu/theses?utm_source=lib.dr.iastate.edu%2Fetd%2F15833&utm_medium=PDF&utm_campaign=PDFCoverPages https://lib.dr.iastate.edu/etd?utm_source=lib.dr.iastate.edu%2Fetd%2F15833&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/795?utm_source=lib.dr.iastate.edu%2Fetd%2F15833&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/803?utm_source=lib.dr.iastate.edu%2Fetd%2F15833&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/803?utm_source=lib.dr.iastate.edu%2Fetd%2F15833&utm_medium=PDF&utm_campaign=PDFCoverPages https://lib.dr.iastate.edu/etd/15833?utm_source=lib.dr.iastate.edu%2Fetd%2F15833&utm_medium=PDF&utm_campaign=PDFCoverPages mailto:digirep@iastate.edu

  • Development of Technological Pedagogical Content Knowledge (TPACK) in PreK-6 teacher preparation programs

    by

    Wei Wang

    A dissertation submitted to the graduate faculty

    in partial fulfillment of the requirements for the degree of

    DOCTOR OF PHILOSOPHY

    Co-Major: Education; Human Computer Interaction

    Program of Study Committee: Denise A. Schmidt-Crawford, Co-Major Professor

    Ann D. Thompson, Co-Major Professor Ana-Paula Correia

    Amy Hutchison Volker Heigelheimer

    Iowa State University

    Ames, Iowa

    2016

    Copyright © Wei Wang, 2016. All rights reserved.

  • TABLE OF CONTENTS

    Page

    CHAPTER 1 GENERAL INTRODUCTION ....................................................... 1

    CHAPTER 2 PRESERVICE TEACHERS’ TPACK DEVELOPMENT: A REVIEW OF TPACK LITERATURE .................................................................. 12 Introduction ....................................................................................................... 13 What is TPACK? ................................................................................................. 14 Historical Development of the TPACK Framework ........................................... 17 Background: Literature Reviews on TPACK ...................................................... 19 Methodology ........................................................................................................ 22 Results ........................................................................................................ 25 Discussion ........................................................................................................ 47 Conclusion ........................................................................................................ 51 References ........................................................................................................ 52

    CHAPTER 3 EXAMINATION OF PRESERVICE TEACHERS’ DEVELOPMENT OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AFTER COMPLETION OF CONTENT METHODOLOGY COURSES ................................................................................. 61 Introduction ........................................................................................................ 62 Literature Review ................................................................................................. 65 Methodology ........................................................................................................ 70 Findings ........................................................................................................ 78 Discussion ........................................................................................................ 86 Future Implication and Conclusion .................................................................. 89 References ........................................................................................................ 90

    CHAPTER 4 A PREK-6 PRESERVICE TEACHER’S JOURNEY TO DEVELOP TPACK: A CASE STUDY ........................................... 97 Introduction ........................................................................................................ 98 Literature Review ................................................................................................. 99 Methodology ........................................................................................................ 103 Findings ........................................................................................................ 115 Discussion ........................................................................................................ 127 Conclusion ........................................................................................................ 131 References ........................................................................................................ 133

    ii

  • ii

    CHAPTER 5 GENERAL SUMMARY ................................................................ 140 Summary .............................................................................................................. 140 Recommendations for Future Research ............................................................... 143 References ........................................................................................................ 144

    APPENDIX A. IRB MODIFICATION LETTERS AND ORIGINAL APPROVAL LETTER ............................................................................................. 148

    APPENDIX B. SURVEY OF PRESERIVCE TEACHERS’KNOWLEDGE OF TEACHING AND TECHNOLOGY ................................................................... 151

    APPENDIX C. STUDENT FOCUS GROUP INTERVIEW PROTOCOL .............. 165

    APPENDIX D. INSTRUCTOR INTERVIEW PROTOCOL ................................... 167

    APPENDIX E. TPACK-IN-ACTION OBSERVATION INSTRUMENT .............. 169

    APPENDIX F. PRESERVICE TEACHER INTERVIEW PROTOCOL .................. 175

    APPENDIX G. CONSENT FORM FOR PARTICIPANT ....................................... 177

    APPENDIX H. TPACK CODEBOOK SAMPLE ..................................................... 183

    ACKNOWLEDGEMENTS ....................................................................................... 184

    i

  • 1

    CHAPTER I. GENERAL INTRODUCTION

    "Teaching" has long been identified as a complicated matter (Mishra, Spiro, & Feltovich,

    1996; Spiro & Jehng, 1990). Numerous measures and studies have investigated the

    characteristics of good teaching (Kember et al., 2001; Lee et al., 2015; Ramsden, 1991).

    Discussions about what a teacher education program can do to successfully prepare teachers to

    teach in classrooms has been an ongoing topic. The early history of teacher education was

    primarily focused on teachers’ knowledge of subject matter content (Shulman, 1986). However,

    the focus later shifted to the effectiveness of general pedagogical methods independent of subject

    matter content (Cochran, Deruiter, & King, 1993). It was not until the late 80’s when people

    started to realize the importance of both teachers’ pedagogical knowledge and teachers’ subject

    matter (content) knowledge and that both were necessary components to good teaching and

    student understanding (Doyle, 1986; Feiman-Nemser & Buchmann, 1987).

    With this recognition of a teacher’s pedagogical knowledge and subject matter (content)

    knowledge, Shulman (1986, 1987) suggested the concept of pedagogical content knowledge. At

    the time, this represented a new perspective that contributed to our understanding of teaching and

    learning. Based on Shulman’s (1986, 1987) definition of pedagogical content knowledge, this

    knowledge base represents how teachers relate their pedagogical knowledge to their content

    knowledge for teaching specific students in a school context. Grossman (1990) also defi