TeachLive from the UCF lab.

Check out TeachMe simulator.

Serious games improving teacher education.

A presentation about SIM School

Hello everybody. I'd like to get your feedback on the course to improve it for the second half of the course. Please fill in the attached form and provide your comments and insights on the course.

Sercan, thanks for noticing this. I think I fixed the problem now. Can you check again?

Let's congragulate Sedef for her success in getting the TUBİTAK grant. She will conduct TPACK workshop with the in-service teachers. Check out the link!

One of my students shared. Great tool that can be integrated into math and science education.

Hatice and Halil, could you write here what is measured in those surveys?

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

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

Reagrding the differences between traditional and digital technologies: --Virtually all the traditional technologies share three characteristics: specificity, stability, and transparency (see  Figure 3). traditional classroom technologies have specific uses, are relatively stable over time, and are transparent or easy to understand.  The truth of Koehler & Mishra's (2009) statement that ―digital technologies-such as  computers, handheld devices, and software applications-by contrast, are protean (usable  in many different ways . . .); unstable (rapidly changing); and opaque (the inner workings  are hidden from users)‖ is demonstrated daily in preservice and inservice teacher  development programs where teachers struggle to understand how to use a range of digital technologies and why they should

An article by Harris and Hofer on TPACK in Action, instructional planning.

Teacher and Student assessment of 21st century skills

Matti, using TPACK in the context of "Technology Teacher Education" is quite interesting. This is where the boundaries and intersections become fuzzy. For instance in the Computer Education Teacher Education or Craft/Technology Teacher Education contexts, the technology is the content. I am curious to hear about our students from the CEIT department. Do you see any distinctions from the TCK, TPK, and TPACK within the domain of technology/craft teacher education? If yes, could you give some examples?

This might help to those who plan to prepare qualitative doctoral dissertation proposal. 

Is it the inherent characteristics of the technology (power point) that makes these lectures boring, or is it us? Think about affordances and limitations.

Worth to check!

TPACK in science domain

Spring issue is out!!!

Interesting research and very timely! An important part of TPACK is knowing when to use which technology. So selection of technology becomes critical.