Observational Measures of Technological, Pedagogical, Content

Knowledge (TPACK) in the Integration of Laptop Computers in Elementary

Writing InstructionJulie Mueller

Wilfrid Laurier University Waterloo, Ontario

CANADASITE 2010 San Diego, CA March 29 – April 2, 2010

Dual Purpose Paper

Teacher Knowledge

and Practice

Empirical Research

and Faculty Expertise

Do you see what I say?

Technological Pedagogical Content (TPACK)

• Relatively young framework (Mishra & Koehler, 2006) expanding Shulman’s model of teacher knowledge into the digital era

• Need to assess the construct as it applies to teacher education for two reasons (Groth et al.,

2009):– To compare approaches to its development– Accountability

Measuring TPACK

Interviews

Examination of Artifacts

Case Studies

Lesson Study

Focus Groups

SurveysWHAT I SAY

WHAT I DO

Development of Faculty-School Partnership

• French Immersion public school in mid-sized urban centre in Ontario, Canada, undergoing district review, examining practice and setting goals related to writing outcomes

• Collaborative planning of six-week cycle of instruction in non-fiction report writing

• Looked at mobile laptop carts as a technology that might assist instruction and learning

Wiki Communication

• Potential communication tool• Barriers included lack of teacher access to

computer; competing priorities on both ends; lack of experience with 2.0 technology; not a clear purpose

• Open and welcoming for classroom visits and technology support

Use existing communication

tools

Collaborate with a key teacher or

“champion”

Data CollectionIndividual Surveys

Individual Interviews

AudioTaped Planning Meeting

VideoTaped Class Observations

Student Writing Artifacts

Diagnostic and Summative Assessment Levels

Initial Survey Results

• Teachers indicate “average” experience with computers, range of teaching experience, barriers of time, knowledge and technical problems, while supports were human resources

• Already using computers in a range of subjects in a computer lab (sometimes to often)– Tool based software (e.g., Word, Excel, etc.)– Subject specific tutorials (e.g., math games, music ace,

etc.)– On-line research (internet searches)

Interview Responses to Question of Barriers

Before laptop integration After laptop integration

Interview Responses to Impact on Teaching

Before the laptop integration• No impact expected• Motivational tool• Improve home/school

connection• Students more independent

After the laptop integration• No impact• Students more independent• Writing is a quicker process,

provides strategies• Changed approach, have to

plan ahead• More interactive, inquiry

approach

Interview Responses to Factors Considered During Planning

Before the laptop integration• Time (scheduling, prep

time, availability of computers) 64%

• Task (how to integrate, time, ease of use) 27%

• Student ability 9%

After the laptop integration• Time (scheduling, prep

time, availability of computers) 61%

• Technical problems (e.g., loading issues) 17%

• Resources (e.g., software, desk set up) 11%

• Student ability 5%• How other teachers use the

technology 5%

TK TK

TK

TK

Context

Context

Context

Context

TPCK

TPCK

TPCK

Coding of Planning Meeting TranscriptDefinition Examples

ContentComments that referred to the content that was to be taught and/or assessed, the curriculum content. In this case the content knowledge was in reference to non-fiction report writing and what the necessary skills and components are.

“To me when we talk about reports, you have your beginnings. Your beginnings become your headings, am I right?”

“Yes, we have that in here, that subtopics are critical.”

Definition Examples

Pedagogy

Discussion about teaching strategies and assessment methods which are not specific to the content but more general. Reference to planning, student learning and classroom management.

“What I would personally like to see, is where their weaknesses are.”

“So let’s not mark it, let’s look at the body of evidence.”

“We can group these kids and give them lessons that are helpful.”

“We could do a formative assessment.”

Definition ExamplesPedagogical ContentDiscussion is about teaching strategies and assessment methods related to the content, i.e., how should the specific content of non-fiction report writing be taught and assessed in particular.

“Even if we teach them how to write jot notes, we can mark them in class.”

“So maybe that’s the advantage to this non-fiction writing…so that we have the same language to use and report.”

“I told them—we have an expository piece to hand in—they all look at me and say—what’s expository?—they didn’t know what it meant. I don’t think it’s bad to define the term for them.”

Definition Examples

Technological Pedagogical

Discussion is about how technology fits with the pedagogical decisions—that is technology is connected to the teaching and learning strategies, not isolated.

“So you didn’t have a cut and paste button?”

“I told them they could do whatever they wanted. They could cut and paste, they could use colours, they could use numbers.”

Planning Meeting

Pedagogy23%

Content49%

Technology0%

PC17%

TP1%

TC0%

TPACK0%

Technology was not part of planning process

Classroom Observations

Research Tool Word Processor

Instructional Tool

Classroom Observations• Expected to code according to the same categories

as the planning meeting• Technology was part of the pedagogy and content as

a tool used for writing and research• Result rather than the knowledge apparent in the

intentional planning• TK often part of setting up and saving, trouble

shooting• TP –students working independently through writing

process

Technology seen as a tool for learning but technological

pedagogy not fully developed.

Triangulating FindingsSurvey & Interview

Planning Meeting

Classroom Observations

- TPACK is considered - technology not part of process

- technology integrated as tool- influence on pedagogy

Observational Measures of TPACK

• Coding of transcripts is useful but time consuming

• Coding of observations is difficult and not useful with same categories

• Overall assessment of TPACK in instructional period may be more useful

• Technological Pedagogy is still developing