Group items tagged

This is the abstract of a research study . In this study they invited a research panel (six researchers) and an expert panel (54 science-related educators) to propose and validate the framework of TPACK-practical. They applied two rounds of anonymous communications and Delphi survey techniques; identified a total of eight dimensions of TPACK-practical and corresponding indicators and rated them as having high levels of importance. They found disciplinary differences between the different groups of experts. Their findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences

While I was doing research on TPACK, I saw that validity of TPACK-practical model was examined in Turkish context.In that study, it was revealed that the adapted form of the survey exhibited the same item-factor harmony and structure as the original form. Here is the link: http://www.sciencedirect.com/science/article/pii/S0360131515001189

You can subscribe to the TPACK newsletter by using instructions explained in this site and also read the archive. The latest TPACK newsletter issue is #15 March 2013 and just posted to my email adress :)

Enjoy it:)

This page archives the TPACK newsletters that go out by mail to all the members of the TPACK listserv. The listserv is maintained as a part of the TPACK special interest group of the Society of Information Technology in Teacher Education (SITE). You can follow news or researches from this webpage. :)

As recent educational research (including educational technology) has implied, context is extremely important to TPACK framework. By "context" it is usually meant classroom, teacher, student, and societal factors. Therefore, the complexities of TPACK do not develop in isolation but in a complex and dynamic relationship with all those contextual factors. However, this study shows that context is usually missing from research about TPACK. In this direction, Rosenberg and Koehler (2015) underscore the importance of including contextual factors in TPACK research and of showing the role of context on teachers' knowledge and practice in terms of technology integration. Personally speaking, I believe TPACK research should not only focus on survey findings but also should be accompanied by complex qualitative data focusing on micro and macro contextual factors.

A cheatsheet of edtech concepts and trends from sms to byod for EdTech beginners.

Yasin, my contention is that you cannot motivate anyone "to read, research, be self-directed, explore" id they do not wish to be motivated in the first place. It is virtually impossible. What we can do is to serve as a model to them by depicturing what they can achieve provided that they possess these skills. I totally agree with you that the amount of generation gap between us and those who are only five to ten years younger is paramount, but I am pretty sure they'll find their own way as they grow up. Or, most of them will have to if they are to lead a good life because the skills you mentioned are now regarded as survival skills.

Yasin and Hakan, I agree with both of you. I also think that first we need to acknowledge our students are different. I may even call them humans 2.0 :) and yes their attention span is rather short and is getting shorter, and so is ours. I, as a teacher, suffer from it and have my own strategies. Maybe we can help students in that, too. Also, I really don't think they don't want to "read, research, be self-directed, explore". When something enters into their "radar", they can turn into autonomous and motivated researchers! I know that I am pointing out to the obvious, but we need te revise what we teach and how we teach. As also stated in the Horizon Report 2016: " In order to remain motivated, students need to be able to make clear connections between the curriculum and the real world, and how the new knowledge and skills will impact them."

For the ones who are curious about the development of the flipped classroom till now, the paper provides a comprehensive survey of prior and ongoing research of the flipped classroom.

Academia.edu is a social networking website for academics as some of us may be familiar with it.The platform can be used to share papers, monitor their impact, and follow the research in a particular field. I find it very useful to trace the research of my colleagues and get their opinions about my research. If you haven't tried it before, I strongly recommend it.

Some examples of integrating technology into education

This is a platform that researchers can ask question to researchers around the world. you can join this platform.

Interesting one. Inspires me to create my own infographic about the courses I teach.

Yes,and this is also inspire me to make our research results public and available for the real audience (inservice teachers,students, school administrators etc). but again not sure if this have a Turkish version!

There are so many possibilities, as your attached website shows. I'll share here one article: Jari Multisilta is the director of Cicero Learning Network in University of Helsinki, Finland and professor of multimedia in Tampere University of Technology, Information Technology at Pori, Finland. The article I refer here concerns "a platform for mobile social media and video sharing" http://inderscience.metapress.com/content/yvt8503126927577/

This article suggests some research topics to develop literature for special education and technology

Here is a review of the TPACK measures: How do we measure TPAKC: Let me count the ways

This is very good article, which well describes the state of taking into account the reliability in the research and analysis. We all should take this seriously. On the other hand, which are the ways good enough to consider reliability of the measures? I think this is not a simple question indeed. There is an interesting conversation chain in the Methodspace about these things. There are many viewpoints about the topic: http://www.methodspace.com/group/qualitativeinquiry/forum/topics/reliability-measures

Matti, yes these issues are very important. In my qualitative research, I like to use the measures of trustworthiness by Lincoln and Guba instead of reliability and validity which emerged from the quantitative tradition. See http://www.angelfire.com/theforce/shu_cohort_viii/images/Trustworthypaper.pdf

In this website, learning activities to plan instruction for different subject areas and tools to assess evidence of teachers' knowledge for technology integration such as "Technology Integration Assessment Rubric" and "Technology Integration Observation Instrument" are shared. I think they can be quite beneficial for designing qualitative TPACK research.

Ecenaz, thank you for sharing this useful website. I liked that they match activities and strategies with possible technologies and stages together in detail. It might be a guide for a T-pack based instruction design or for our class project on T-pack.

Thank you Ecenaz for this good and useful website. It is related with the topic of week four. Moreover, "Technology Integration Assessment Rubric" and "Technology Integration Observation Instrument" are mentioned in Archambault's article.

After reading the week's article, this case study might draw your attention.

Interesting findings from research. Worth discussing in class.

Hello Everybody. I invited Matti Pirttimaa to our group. He is a university teacher at the University of Turku, Finland and he is very interested in our coursework. Please welcome Matti to our Diigo group. 

In our University we use Moodle2. Last autumn we started to use Moodle2, it is a little more advanced version, but don't have possibilities for social media. I think also that as a disadvantage. Evrim, I would to ask you, which is the main subject of the students in this group? Are they subject teacher students? How about this your course and your role here, is that an independent course just for learning technology in education? Or are you studying some other subject, but you use this group and social media tools for learning the subject content? Whatever, I think these things are very usefull for the students despite of the disciplines.

Matti, this is "Research and Practice on Technology in Teacher Education" graduate course. Students are from the masters and PhD programs such as computer education, science education, curriculum and instruction, math education, and physical education. Throughout the semester, we will be investigating recent practices on how technology is integrated into teacher education programs as well as the TPACK framework. We are using these tools to extend our class interaction beyond what happens in a limited 3 hour face to face meetings. Besides, students are using this further after the class ends.

Let's try to locate this book at the library. Looks like a good read.

I saw this book at the library but have not been examine it yet. I want to offer another book that I have raised a loan from the library. http://www.amazon.com/Considerations-Technology-Teachers-Best-JRTE/dp/1564842738/ref=sr_1_1?ie=UTF8&qid=1362518933&sr=8-1&keywords=Considerations+on+technology+and+teachers+%3A+the+best+of+JRTE