A Case Study of a TPACK-Based Approach to Teacher Professional Development: Teaching Science with Blogs

Autor/inn/en	Jaipal-Jamani, Kamini; Figg, Candace
Titel	A Case Study of a TPACK-Based Approach to Teacher Professional Development: Teaching Science with Blogs
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 15 (2015) 2, S.161-200 (40 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Case Studies; Technological Literacy; Pedagogical Content Knowledge; Teacher Competencies; Workshops; Teaching Methods; Middle School Teachers; Science Teachers; Educational Technology; Web Sites; Electronic Publishing; Diaries; Science Instruction; Faculty Development; Video Technology; Observation; Audio Equipment; Interviews; Planning; Lesson Plans; Grade 8; Content Analysis; Qualitative Research; Longitudinal Studies + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Technisches Wissen; Pädagogische Kompetenz; Lehrkunst; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Unterrichtsmedien; Web-Design; Elektronisches Publizieren; Diary; Tagebuch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Audio-CD; Interviewing; Interviewtechnik; Ablaufplanung; Planungsprozess; Lesson planning; Unterrichtsplanung; School year 08; 8. Schuljahr; Schuljahr 08; Inhaltsanalyse; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This paper presents a case study of a technology professional development initiative and illustrates how a workshop approach based on technology, pedagogy, and content knowledge (TPACK) was adapted for professional learning at a school site. The case further documents how three middle school science teacher participants developed knowledge about how to teach with technology as they planned and implemented a blog activity in science over a 4-week period. The design of the professional development was informed by the underlying assumptions of the TPACK framework and characteristics for effective professional development for science and technology-enhanced teaching. To obtain insights into the particular experiences of teachers as they participated in the onsite professional development, a naturalistic case study design was used. Data collection procedures included researcher field notes during workshop sessions and lessons, videotaped classroom observations, audiotaped interviews, and teacher and student lesson artifacts. Data on teachers' planning and lesson implementation of the blog activity to Grade 8 students were analyzed using content analysis. Overall, the results indicate that TPACK is developed through a combination of workshop experiences and immediate application of knowledge gained in the workshop into practice in the real-life teaching context. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01