Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action: An Integrated TPACK-Design-Based Learning (DBL) Approach

Autor/inn/en	Baran, Evrim; Uygun, Erdem
Titel	Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action: An Integrated TPACK-Design-Based Learning (DBL) Approach
Quelle	In: Australasian Journal of Educational Technology, 32 (2016) 2, S.47-63 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
DOI	10.14742/ajet.2551
Schlagwörter	Foreign Countries; Graduate Students; Preservice Teachers; Preservice Teacher Education; Technological Literacy; Pedagogical Content Knowledge; Design; Instructional Design; Technology Integration; Problem Based Learning; Case Studies; Data Collection; Data Analysis; Theory Practice Relationship; Readiness; Educational Principles; Workshops; Qualitative Research; Observation; Turkey + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudiengang; Lehrerausbildung; Technisches Wissen; Pädagogische Kompetenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Problem-based learning; Problemorientiertes Lernen; Case study; Fallstudie; Case Study; Data capture; Datensammlung; Auswertung; Theorie-Praxis-Beziehung; Bildungsprinzip; Lernwerkstatt; Schulung; Qualitative Forschung; Beobachtung; Türkei
Abstract	Design-based learning (DBL) has been considered a useful approach in teacher education because of its emphasis on the investigation of technology integration problems in design processes. Despite recent interest in understanding how technological, pedagogical, and content knowledge (TPACK) translates to action, limited research exists on how TPACK is developed within DBL contexts and what principles of DBL can be applied to TPACK development. To address these critical gaps in the literature, an approach was developed that outlined eight DBL principles that foster understanding of TPACK-in-action in teacher education contexts. Next, a graduate course was designed to determine how course activities facilitated understanding of TPACK-in-action and to what extent students enacted TPACK-DBL principles. Following a case study methodology, data were collected from 10 graduate students through reflection reports, design guides, and researcher observation notes. The analysis of qualitative and descriptive data revealed that as a result of TPACK-DBL activities, students developed a four-dimensional understanding of TPACK-in-action: theory-practice connection, readiness for practice, technological proficiency, and sustainable learning of TPACK. The results offer recommendations to teacher educators for developing understanding of TPACK-in-action through DBL activities. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01