Showing papers by "Punya Mishra published in 2009"

What Is Technological Pedagogical Content Knowledge

Abstract: This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, illstructured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers

Abstract: Based in Shulman’s idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper describes survey development process and results from a pilot study on 124 preservice teachers. Data analysis procedures included Cronbach’s alpha statistics on the TPACK knowledge domains and factor analysis for each domain. Results suggest that, with the modification and/or deletion of 18 of the survey items, the survey is a reliable and valid instrument that will help educators design longitudinal studies to assess preservice teachers’ development of TPACK. (Keywords: TPACK, instrument development, preservice teachers) The purpose of this study was to develop and validate an instrument designed to measure preservice teachers’ self-assessment of their Technological Pedagogical Content Knowledge (TPACK) and related knowledge domains included in the framework. TPACK is a term used increasingly to describe what teachers need to know to effectively integrate technology into their teaching practices. In this article, we detail the steps used to develop and validate an instrument to measure preservice teachers’ development of TPACK. TheoreTICAl FrAmeworK

Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed

Abstract: In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedagogy, content and context as interdependent aspects of teachers’ knowledge necessary to teach content-based curricula effectively with educational technologies. We offer TPACK-based “activity types,” rooted in previous research about content-specific activity structures, as an alternative to existing professional development approaches and explain how this new way of thinking may authentically and successfully assist teachers’ and teacher educators’ technology integration efforts.

Moodle vs. Facebook: Does using Facebook for Discussions in an Online Course Enhance Perceived Social Presence and Student Interaction?

Abstract: In this study, we investigated the effect of using the social network site Facebook for discussions in an online course. Data were collected from concurrent offerings of an introductory educational psychology course, one using Facebook discussion boards and the other Moodle forums. We measured student perceptions of social presence and the frequency and length of their discussion interactions. Evaluation of this data indicated that there were no differences in our measures. We discuss why the potential benefits of Facebook for online teaching may not have emerged in this study and provide suggestions for further research in this area.

Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences

Abstract: Teachers’ understanding of Technological Pedagogical Content Knowledge is critical in accomplishing successful technology integration in teaching. This study investigated how inservice teachers’ beliefs about teaching and technology changed as a result of a set of educational technology summer courses, conducted both face-to-face and online. A single-group pretestposttest design was used to examine how in-service teachers’ understanding of the relationships between technology, content, and pedagogy changed over the semester. Twenty-three graduate students completed both the pre-test survey and post-test survey on teachers’ knowledge of teaching and technology. The results of dependent t-tests on each of the twelve sub-scales suggested that students gained deeper and more complex understanding of technological pedagogical content knowledge.

Alien Games: Do Girls Prefer Games Designed by Girls?

Abstract: This 3-year study used a mixed-method design beginning with content analysis of games envisioned by 5th and 8th graders, followed by a survey of students in the same age range reacting to video pro...

Games, Claims, Genres, and Learning

Abstract: We offer a framework for conducting research on games for learning. Building on a survey of the literature on games, we suggest a categorization scheme (physiological and psychological) of the range of claims made for games. Our survey identifies three critical issues in the current scholarship. They are: a lack of authentic, situated research studies; a lack of sensitivity to the pedagogical affordances of different game genres; and a lack of emphasis on the importance of acquiring disciplinary knowledge (i.e., content). We offer the Technological Pedagogical Content Knowledge (TPCK) framework as a way to address these concerns and guide future research in this area. We argue that assessment on learning from games needs to consider the specific claims of games, as they interact with genre and content knowledge. Finally, we introduce an ongoing study that utilizes this approach.

Participation in a freshman design sequence and its influence on students' attitudes towards engineering

Abstract: This study focuses on freshman attitudes and beliefs about engineering in a newly introduced engineering curriculum that emphasizes holistic design experiences to portray the discipline of engineering To precisely measure these constructs, a well documented survey instrument (PFEAS) was employed The two comparison groups were: the new design-based sequence (DS) and the previous traditional sequence (TS) The study was conducted at a time when both the sequences were available for direct comparison Data were collected twice (pre- and post-), and changes in groups' attitudes were examined with repeated measures analysis of covariance models We have found that freshmen join the program with positive perceptions about engineering Students in the DS group have higher ACT scores, enjoy math and science the most, do not believe engineering to be an exact science, and have stronger parental influence in selecting engineering as a major We did not observe appreciable group differences in how attitudes changed over time; perhaps one semester of engineering experience was not enough to effect an appreciable change in freshman attitudes Our study forms the foundation for a longitudinal study to track attitudinal changes for the complete cycle of the design sequence This formative evaluation will help to further understand and improve the curriculum design efforts