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TPACK video case studies.

Dear friends you can find TPACK case studies in your own disciplines in this website. Both secondary and elementary school cases are available.

Dear Mine hocam, I really like the cases here and also I found my field. In the following days, we may benefit from those cases. Thank you so much for sharing :)

Milli Eğitim Bakanlığı'nın Fatih Projesi kapsamında, 4 ilde tablet bilgisayar dağıtıldı. Tekirdağ Belediyesi Anadolu Öğretmen Lisesi'ndeki tablet dağıtım törenine katılan Tekirdağ Valisi Ali Yerlikaya, Fatih Projesi kapsamında 3 pilot okulda 734 öğrenciye tablet bilgisayar dağıtıldığını belirtti. Vali Yerlikaya, okullardaki 136 öğretmene de tablet bilgisayar verildiğini ifade ederek, Türkiye'nin teknolojisiyle adından söz ettirdiğini söyledi.

the survey results about fatih project demonstrate that the project is not successful as expected http://www.radikal.com.tr/Radikal.aspx?aType=RadikalGaleriHaber&ArticleID=1123151&CategoryID=77&HaberPage=1. I think there is need for deep understanding what's going on in the classes and more training for teachers in order to use all these technologies effectively.

Tuğba, I would be interested in reading a broader study that looks at Fatih Project from different perspectives of designers, students, administrators, teachers, parents etc. Any educational innovation needs to look at the implication from the holistic perceptive. Therefore, a larger scope qualitative study would really help.

This is a research study carried out in Turkey. To assess pre-service English as a foreign language teachers' technological pedagogical content knowledge, Technological Pedagogical Content Knowledge Scale was used and students were asked to answer some open-ended questions. The results of the study revealed a highly developed knowledge of TPACK among undergraduate students of an ELT program at a public university in Turkey. On the basis of the results, it is suggested that the integration of content, pedagogy and technological knowledge into the existing teacher education paradigm and fostering technologically-rich environment for language learners will contribute to quality learning and teaching.

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

If we are going to talk about community of practice, ıt is a good time to meet with E. Wenger

That is true. in my last year when I was undergraduate student I somehow met E. Wenger, not himself but his influential studies. He is a professional in community of practice. I advise those who are interested in community of practice to visit Wenger's web site because there are a large body of resources about community of practice ranging from audio-based to text-based. I have also intention to read Wenger's works and studies.

A survey result suggesting that "4 Out of 5 Students think that Digital Learning Technology Has a Positive Impact on Their Grades"

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

This is a case study conducted in pre-service teachers in Sydney. They observed the impact of a new curriculum adaptation and evaluated teachers' TPACK perceptions with a survey. The results displayed a positive effect on pre-service teachers' ICT tools during teaching with the help of TPACK.

The main purpose of this study was to evaluate the early implementation results of the "Movement of Enhancing Opportunities and Improving Technology", abbreviated as FATIH project from the perspectives of participating teachers and students.

It's good to see the perspectives of the users of Fatih Project. Thanks Seda!

You may have heard about the Organisation for Economic Co-operation and Development (OECD) as the organization that runs the Programme for International Student Assessment (PISA).OECD released the report of their new international study on teacher professionalism, using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Dian Schaffhauser's article in The Journal summarizes the highlights of this study.

In the infographic, it is stated that " 98% of college students own a digital device" and "3 of 4 students say they wouldn't be able to study without technology". Based on these findings, I can suggest that Bring Your Own Device (BYOD) can be a promising trend since students can study in classroom environment with their own technologies.

I agree with this infographic. Technology is the most important way to capture the attention of today's students.

I agree with you, Ceren. Increased student achievement as a consequence of use of Twitter in classes is interesting. I would like to give an example how it can occur. Students can use Twitter to write their short reflections about a topic they learnt in class. It may increase students' engagement in lessons outside of the class and as a result it may foster learning.

In Turkey, there are limited studies in physical education and sport field related to TPACK. Shared article can be given as a good example that aimed to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers. Findings revealed that while TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at satisfactory levels, university instructors were not good role models in the use of technology in their classrooms. Pre-service teachers reported that integration of physical education and sport-related emerging technologies were almost non-existent in the teaching practices within the university setting.

Unfortunately this is a common problem for every institute and department. Instructors are not enthusiastic and creative use of technology in classroom. In my undergraduate study in CEIT ! , we processed many courses with only PowerPoint presentations :) we learnt many technology but the integration of technology in teacher training is unfortunately insufficient.

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.

A tool for creating infographics. Perhaps, we can create one for our wikibooks.

It looks great. I am going to share this website with our PSTs. Maybe they'll use it. :)

It seems very useful and I am sure I will use this website in my studies. There are several graphic options. You can also add chart, map, video or picture. However, you can not edit picture such as cropping or adjusting of colors. Especially cropping of pictures can be needed.

Very interesting indeed! It would be helpful if the author illustrated further the data analysis process, including coding. One challenge working with self-report data is that it's self reported. It's important to add more direct data sources for triangulation purpose, analyses of documents, e.g., lesson plans, in this particular case with preservice teachers. I would recommend observations. In fact, Evrim and I have been working with a few colleagues on an observation study among exemplary teachers with technology integration with the goal to visualize TPACK. That's one of the focuses in my dissertation. I designed a TPAKC-in-Action model to guide the CALL teacher education workshops and conducted them with inservice English teachers in Taiwan. After completed those workshops, I went to teachers' classrooms and observe their teaching. There have been some interesting and amazing findings and results! Will share more with everyone in June. Before then,...