EARLY CAREER TEACHER CANDIDATE TPACK DEVELOPMENT: IMPLEMENTATION OF A LEARNING ACTIVITY TYPES SHORT COURSE Daniel Mourlam & Heather Bleecker University of South Dakota
TPK TO TPACK
PCK & TPACK SIMULTANEOUSLY
PCK TO TPACK
LEARNING ACTIVITY TYPES (LATS)
~ Harris & Hofer, 2009
LEARNING ACTIVITY TYPES SHORT COURSE
HOW CAN CANDIDATE TPACK BE CHARACTERIZED BOTH BEFORE AND AFTER COMPLETING A LEARNING ACTIVITY TYPES SHORT COURSE?
STUDY CONTEXT ➤
Medium-Sized Research University (~7,500 Undergrad)
➤
450 Teacher Education Majors Enrolled Annually
➤
Introductory Educational Technology Course
➤
Sample: ➤
37 Enrolled, 34 Completed All Procedures
➤
Major: 26 ELED, 6 Sec, 1 K12 (14 SPED Double Major)
➤
Year: 26 Sophomore, 2 Freshman, 6 Junior
➤
Gender: 25 Female, 9 Male
➤
Age: 22 & Under (30), 23 & Older (4)
LAT SHORT COURSE IMPLEMENTATION ➤
Before Implementation: ➤
21st Century Learning
➤
Bloom’s Taxonomy
➤
SMART Boards
➤
Lesson Plan Assignment
LAT SHORT COURSE IMPLEMENTATION ➤
3 Weeks During Distance Learning Unit ➤
➤
Week 1: Modules 1-3 ➤
Analyze lessons for relationships between learning goals, activities, technologies
➤
Discussion 1: What makes tech integration successful?
Week 2: Modules 4-5 ➤
Classify LATs by Bloom’s Taxonomy
➤
Discussion 2: Revise lesson using 3 alternative activities ➤
➤
Explain how changing tech changed content & activities
Week 3: Finish Short Course, Create Distance Learning Lesson
DATA COLLECTION ➤
TPACK Survey (Pamuk et al., 2013) ➤
Pre-Post
➤
37 Item, 4-point Likert-type (1 SD to 4 SA)
➤
Original Reliability: .759 to .916
➤
Content & Construct Validity Testing
➤
PCK, TPK, TCK Contribute Greater to TPACK
DATA COLLECTION ➤
Lesson Plan Analysis: Technology Integration Assessment Rubric (Harris, Grandgenett, & Hofer, 2010) ➤
Pre/Post Lesson Plan Assignments
➤
4 Criteria Aligned to TCK, TPK, TPACK
➤
Calibrated Scoring Prior to Analysis Using 3 Lesson Plans
➤
Agreed On Exemplar Examples of Rubric Criteria
➤
Independently Scored, Compared Scores, Negotiated Differences (Creswell, 2008)
DATA ANALYSIS ➤
TPACK Survey: ➤
➤
Means, SD, Paired Samples T-Test
Lesson Plans: ➤
Means, SD, Paired Samples T-Test
CANDIDATE SELF REPORT TPACK
➤
Believed They Possessed Knowledge @ Each Domain
➤
Increases: TK, TPK, TCK, TPACK
➤
Decreases: CK, PK, PCK
➤
No Statistically Significant Differences
CANDIDATE ENACTED TPACK
➤
Only Proficient Initially @ TCK
➤
Technology Selections & “Fit”: Largest Increases
➤
All Statistically Significant Increases
WHAT’S IT ALL MEAN!?!
HOW CAN CANDIDATE TPACK BE CHARACTERIZED BOTH BEFORE AND AFTER COMPLETING A LEARNING ACTIVITY TYPES SHORT COURSE?
WHAT DOES IT MEAN? ➤
➤
Overestimation of Self Reported TPACK ➤
Beginning: Believed they were prepared, performance indicated otherwise
➤
Ending: Maybe not as prepared, performance improved
Short Course may have been a contributing factor to Enacted TPACK Development, but not their beliefs about their TPACK
ARE WE MEASURING 2 DIFFERENT PHENOMENON?
SELF REPORT TPACK & ENACTED TPACK DIFFERED
TPACK SELF EFFICACY & ENACTED TPACK
CANDIDATES MAY/MAY NOT BELIEVE IN THEIR ABILITY TO COMBINE CONTENT, PEDAGOGY, AND TECHNOLOGIES, BUT MAY/ MAY NOT STILL BE ABLE TO EFFECTIVELY CREATE TPACK-BASED INSTRUCTION
CAUTION: SELF EFFICACY
NEXT STEPS… ➤
Is there a relationship between TPACK Reported Self Efficacy & Enacted TPACK?
➤
Expanded Dataset: ➤
Yearlong Teacher Residency Candidates & Short Course
➤
Are there differences between early and late career teacher candidate TPACK Self Efficacy and Enacted TPACK after completing a Learning Activity Types Short Course?
➤
Need to analyze lessons and survey responses… collaborators anyone???
QUESTIONS…
Contact Info Dan Mourlam
[email protected] @dmourlam
