The following are from Harris, J., & Rodriguez, K. (Eds.). (2015, August 13). TPACK newsletter issue #24: August 2015 [Electronic mailing list message]. Retrieved from http://www.matt-koehler.com/tpack/tpack-newsletters/
Almenara, J. C., Díaz, V. M., & Garrido, C. C. (2015). Validation of the application of TPACK framework to train teacher in the use of ICT. @tic: Revista D'Innovacio Educativa, 14 [online journal]. doi: 10.7203/attic.14.4001
Abstract: “Training teachers in the use of Information and Communication Technologies (ICT) is now an undeniable necessity if we wish to incorporate ICT into teaching-learning processes in an educational and significant manner, and not merely use them as an additional element operating separately [my emphasis] from the other curricular variables (contents, strategies, methodologies, etc.). The incorporation of ICT in teachers’ professional development is affected by such peculiar elements as the teachers’ different types of knowledge. The design of the TPACK (Technological Pedagogical Content Knowledge) framework, which was fundamentally put forward by Koehler and Mishra (2007), has highlighted the link between the different types of knowledge and is forming the basis of a line of research, diagnosis and reflection on teacher training in ICT.”
Bakir, N. (2015). An exploration of contemporary realities of technology and teacher education: Lessons learned. Journal of Digital Learning in Teacher Education, 31(3), 117–130. doi:10.1080/21532974.2015.1040930
Abstract: “In order to better prepare preservice teachers to teach with technology, this study examines the current practices and barriers in technology implementation in three teacher education programs. This multiple-case study relied upon site visits, observations, in-depth interviews with faculty, staff, and preservice teachers, and examinations of artifacts. Data analysis was performed both within case and across case. Findings showed that the lack of a systematic implementation in each program resulted in inconsistent technology integration across the programs. A variety of interrelated factors influenced or hindered technology implementation, including levels of integration, administrative support, faculty development, technology support, funding, and technology access. However, the most significant hindrance was the faculty attitudes and pedagogical beliefs at each program [my emphasis]. This research outlines recommendations for teacher training programs to support and strengthen their strategies and their integration of technology.”
Brueck, J. S., & Lenhart, L. A. (2015). E-books and TPACK. The Reading Teacher, 68(5), 373-376.
Abstract: “Today's tech savvy young learners are equipped with a variety of technological tools used as easily as pencils and paper. Many reach for the laptop first when it's time to write or look for an ebook when it's time to read. Ebooks are increasingly viewed as an appropriate source for literacy exposure to books and reading by parents and educators, as net sales revenue from ebooks surpassed hardcover books in the first quarter of 2012 (Boog, 2012). As educators consider adopting ebooks as instructional resources, we must consider how to effectively merge content, pedagogy and technology in the early literacy classroom. In this article we discuss the emerging role of ebook technology in early reading instruction, along with describing how the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) can assist teachers in understanding the dynamic relationship between content, pedagogy and technology in the literacy classroom.”
Colvin, J.C., & Tomayko, M.C. (2015). Putting TPACK on the radar: A visual quantitative model for tracking growth of essential teacher knowledge.Contemporary Issues in Technology and Teacher Education, 15(1), 68-84. Retrieved from http://www.citejournal.org/vol15/iss1/currentpractice/article1.cfm
Abstract: “Since Mishra and Koehler’s (2006) description of technological pedagogical content knowledge (also known as TPACK), scholars have analyzed the various paths preservice and in-service teachers can take to develop their knowledge in each of the subdomains. However, the model of the overall framework can be confusing to teachers, as Venn diagrams are generally used for categorization. Furthermore, no representation of TPACK to date has presented a means to accurately reflect a teacher’s growth in knowledge over time. This paper proposes a visual and quantitative representation of TPACK that will help teachers better understand the TPACK framework and track their growth in the knowledge domains over time [my emphasis]. A pilot study was conducted with 24 preservice science and mathematics teachers. Quantitative evidence indicated that an explanation of TPACK using a radar diagram was at least as effective as an explanation using a Venn diagram in terms of these students’ understanding of TPACK. Furthermore, the qualitative evidence supported the assertion that teachers would benefit from a way to track their growth in the essential knowledge areas encompassed by the framework.”
Glowatz, M., & O’Brien, O. (2015). An exploration of the technological, pedagogical and content knowledge (TPACK) framework: Utilising a social networking site in Irish higher education. Irish Journal of Academic Practice, 4(1). Retrieved from http://arrow.dit.ie/ijap/vol4/iss1/1
Abstract: “Research into the use of social media for academic purposes is growing. Much of it suggests that social networking sites (SNSs) could be used as innovative tools for teaching (Duncan & Baryzck, 2013; Harris, 2012; O’Brien & Glowatz, 2013). This paper argues that research in this field has often neglected to take account of the pedagogy involved in successfully utilising a SNS for educational purposes. Koehler & Mishra (2009) have proposed the technological, pedagogical and content knowledge framework (TPACK) to explore the relationship of technology to teaching in order to build the basis for further research. We explore the suitability of the TPACK framework in the context of SNSs for academic engagement, and we review its relevance to the adoption of a SNS as a teaching tool. Our investigation so far suggests that the current TPACK framework overlooks some important elements that are relevant to the adoption of SNSs [my emphasis]. This paper outlines some of these overlooked elements and evaluates the use of the TPACK framework in the exploration of SNS usage in higher education to engage students with curriculum. Specifically, we address the key question, ‘Does the TPACK framework provide an insight into the knowledge base required to effectively deliver a module utilizing SNSs?’”
Jaipal-Jamani, K., & Figg, C. (2015). A case study of a TPACK-based approach to teacher professional development: Teaching science with blogs. Contemporary Issues in Technology and Teacher Education, 15(2). Retrieved from http://www.citejournal.org/vol15/iss2/science/article2.cfm
Abstract: “This paper presents a case study of a technology professional development initiative and illustrates how a workshop approach based on technology, pedagogy, and content knowledge (TPACK) was adapted for professional learning at a school site. The case further documents how three middle school science teacher participants developed knowledge about how to teach with technology as they planned and implemented a blog activity in science over a 4-week period. The design of the professional development was informed by the underlying assumptions of the TPACK framework and characteristics for effective professional development for science and technology-enhanced teaching. To obtain insights into the particular experiences of teachers as they participated in the onsite professional development, a naturalistic case study design was used. Data collection procedures included researcher field notes during workshop sessions and lessons, videotaped classroom observations, audiotaped interviews, and teacher and student lesson artifacts. Data on teachers’ planning and lesson implementation of the blog activity to Grade 8 students were analyzed using content analysis. Overall, the results indicate that TPACK is developed through a combination of workshop experiences and immediate application of knowledge gained in the workshop into practice in the real-life teaching context [my emphasis].”
Messina, L., & Tabone, S. (2015). Technology proficiency, TPACK and beliefs about technology: A survey with primary school student teachers. Research on Education and Media, 5(1), 11-30. Retrieved from http://ojs.pensamultimedia.it/index.php/rem_en/article/view/1413
Abstract: “The present research aimed at investigating some features characterising the profile of 79 student teachers at the end of their pre-service training. Technology proficiency, TPACK and beliefs on the value of technology in teaching and learning were explored through a self-administered questionnaire. Data show the following: student teachers’ low proficiency with new or dedicated technology; some difficulties in integrating technology, pedagogy and disciplinary content, joined with the lack of modelling by Faculty; the prevalence of a functionalist/instrumental view of technology, associated with perceived benefits for teachers, and in contrast with a social/potentialistic view of technology. The results highlight the necessity to boost initial teacher training in the direction of specific/dedicated technology integration and to support Faculty in developing the integration of technology in teaching practices [my emphasis].”
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