Coding pre-service teacher lesson plans for TPACK

Kristen KereluikGreg CaspersonMete Akcaoglu

WHO are we?

Greg Casperson Mete Akcaoglu

Why we Understanding_Our_Motivations

-2 of us are former teachers, 2 currently teach pre-service or in-service teachers

-encountered a lot of talk about tpack

-realized we needed a way to look at tpack in a practical way

The Evolution of TPACKMishra and Koehler (2006)

Schmidt et al (2009)

Judy Harris Activity Types

Lisa Harvey & John Lee Observational Correlates

The next steps of TPACK

IDEAS

PRACTICE

Lesson Plans

Lesson plans are tangible artifacts of both thought and practice

How we see the purpose of our study

• Taking our first steps towards understanding a practical compliment to the TPACK survey (Schmidt et al, 2009)

• Identify potential areas where pre-service teachers TPACK survey did not translate into intended practice

Meet our teachers

Teaching and Learning with Technology

Once we had all of our data…

We developed a coding scheme for the lesson plans with categories for C, P, T…

…to TPACK, and everything in between

CK

PK & TPK

What Codes did we use?Pedagogical Knowledge (PK)

Lesson organizes and manages student behavior, clearly explains the sequence of events and procedures for students.

Technological Pedagogical (TPK)

Chose technologies to enhance teacher approach (teacher centered technology)

Chose technologies to enhance student learning (student centered technology)

What was significant

What wasn’t significant

Why we think this is important

…And why we hope you do too.

Local/Immediate Significance

Combining Technology and Pedagogy is HARD!

Content

Pedagogy

Global/Long-Term Implications

It can be done! We can make tangible what before was intangible