Teaching Teachers of the Future National Support Network Symposium

15th and 16th of March 2012

Mishra & Koeler Keynote Presentation

  • In 1999 saw workshop model of teacher professional development not so useful – taught technology but not so much how to use it
  • Ran some design experiments – “learning technology by design” – taught themselves the technology skills that they needed – seemed to work [evidence?] – people learning technology without teaching it explicitly – provided teachers with support/scaffolding for technology skill development but not the focus.
  • Built on Shulman (1986) who proposed Pedagogical-Content knowledge
  • TPACK is conceptual framework that can help describe, infer, analyse, practical (applied).
  • TPACK is not prescriptive, or complete (e.g., motivation and attitudes not included)
  • Hopefully teachers will reside in the TPC segment.
  • TPACK has a handbook, 300 scholarly articles, textbooks, school districts, teacher education programs (eg Michigan state), and of course TTF project, SITE strand.
  • An example, using a Kinnect to graph and understand a person’s motion.
  • Measuring TPACK – approaches:
    • Knowledge – Can ask them about their TPACK knowledge, or self reports of understanding (E.g. 2009 Schmidt survey instrument for statistically measuring self perceptions of change)
    • Artifacts – eg discourse analysis of syllabus documents
    • Practice – analysing what teachers do in class
    • Student Outcomes – Impact on students
  • Only a small percentage of TPACK work is measuring TPACK knowledge and abilities – we need more people measuring this.
  • Over 66 measures of TPACK out there – can we connect the dots – ie, do the different measures correlate with one another?
  • How can we measuring effectiveness of TPACK per se [I believe we can’t]. For instance, is just saying that TPACK was used enough to then count as a TPACK study? [Problem: TPACK is not a method, so cannot say that TPACK is effective]

Interesting other point: People who are brilliant in their area often have interests beyond the area in which they are famous – eg Albert Einstein.

“Explore | Create | Share”

Evaluation Working Group

  • Constructed based on the Albion, Jamieson-Proctor & Finger, 2010, Jamieson-Procotor & Finger 2009, Jamieson-Proctor, Watson, Finger, Grimbeek & Burnett, 2007) + emerging TPACK literature. Analysed that instrument with 3000 pre-service teachers. Items were also constructed to relate to TTF PRoject Australian Curriculum areas – Eng, Math, Sci, Hist and consideration of AITSL National PRofessional Standards for Teachers.
  • Interestingly there hadn’t been much change in teacher confidence in previous projects
  • T1: N=12881, T2: N=5809. Only 75% completed the confidence, usefulness and other rating scales.
  • Used traditional factor analysis techniques to find four strong scales:
    • Confidence – teacher items
    • Usefulness – teacher items
    • Confidence – help students to use
    • Usefulness – help students to use

Punya Keynote day 2

Note: based on a review of 14 contemporary 21st Century frameworks, there are three overarching themes – Foundational knowledge (content, digital literacy, etc), metaknowledge (knowledge about learning and thinking and information), and humanistic knowledge (knowledge of people, communication, etc).

Lookup Bertram Bruce, who espouses that we shouldn’t adopt a technologically deterministic model of education. Technology is deeply embedded in educational practice.

About matthewbower

Associate Professor at Macquarie University.
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