A Rubric for Assessing Teachers' Lesson Activities with Respect to TPACK for Meaningful Learning with ICT

Autor/in	Koh, Joyce Hwee Ling
Titel	A Rubric for Assessing Teachers' Lesson Activities with Respect to TPACK for Meaningful Learning with ICT
Quelle	In: Australasian Journal of Educational Technology, 29 (2013) 6, S.887-900 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Pedagogical Content Knowledge; Knowledge Base for Teaching; Teacher Competencies; Educational Technology; Technology Integration; Teaching Methods; Scoring Rubrics; Program Evaluation; Learning Activities; Foreign Countries; Preservice Teachers; Language Teachers; Second Language Instruction; Chinese; Evaluation Methods; Computer Literacy; Test Construction; Instructional Effectiveness; Singapore + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Scoring formulas; Auswertungsbogen; Programme evaluation; Programmevaluation; Lernaktivität; Ausland; Language teacher; Sprachunterricht; Fremdsprachenunterricht; China; Chinesen; Computerkenntnisse; Testaufbau; Unterrichtserfolg; Singapur
Abstract	Teachers' technological pedagogical content knowledge (TPACK) for meaningful learning with ICT describes their knowledge for designing ICT lesson activities with respect to five dimensions: active, constructive, authentic, intentional, and cooperative. The ICT lesson activities designed by teachers can be assessed to determine the strengths and weaknesses of their TPACK for meaningful learning with ICT in practice. This study describes the conception, validation, and implementation of a rubric for assessing ICT lesson activities with respect to the dimensions of meaningful learning with ICT. It was conducted with 55 Singaporean pre-service teachers trained to teach Chinese as a second language. The 217 lesson activities they designed during a compulsory ICT module were rated using the rubric. High ratings were obtained for the active dimension because the activities involved students using and manipulating ICT tools. However, the ratings for the other dimensions were lower because opportunities for students' personal meaning-making, exploration of real-world phenomena, collaboration through divergent knowledge construction, as well as self-diagnosis and management of learning gaps were not as well supported in these activities. The uses of this rubric for enhancing TPACK assessment, ICT course design and the development of TPACK activity types will be discussed in the paper. (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	2017/4/10