1. TPACK: The Knowledge
and Awareness of
Pre-Service Teachers
Steve Kerst, Kevin Shelley,
& Kristin Yee
2. This model gives instructional designers:
clear and measurable outcomes that they can use as a
guide when designing the instruction
combination of five stages that determine the
successfulness of the learning process.
3. enables educators to deliver a learning experience that is
clear, consistent, and measurable and enables learners to
achieve the instructional goals.
5. We, the Jump Drivers, used the ADDIE model to help
guide us in creating a sequence of lessons that build
on preexisting knowledge of technology integration for
future uses in technology instruction for Dr. Ward and
the Educational Foundations department.
6. Identification of…
the learning problem
the goals and objectives
the audience’s needs
existing knowledge
any other relevant characteristics
the learning environment
any constraints
the delivery options
the timeline for the project
7. Initial face to face meeting along with a pre-assessment :
8. What we identified:
the learning problem: we need to find an effective way to educate
a target audience about TPACK that meets our objectives
the goals and objectives:
1. Students will be able to create a Wikispace account and take part
in a discussion board related to the concepts covering TPACK.
2. Students will be able to compare and contrast Pedagogy,
Technology, and the Content domains of TPACK.
3. Describe one way that technology can improve pedagogy.
4. Describe one way that technology can improve content learning.
5. Describe one way that technology can hinder pedagogy.
6. Describe one way that technology can hinder content learning.
9. the audience’s needs: how to implement technology into a
classroom
existing knowledge: varying technology knowledge
the learning environment: on UA campus and STEM school
any constraints: none
the delivery options: initial face to face meeting then online
(Wiki lessons and discussion)
the timeline for the project: October 10th to December 4th
10. Easy access for our target audience to access
resources
Convenient for not only our schedules but the
audience as well
11. Specifying learning objectives
Detailed storyboards/prototypes are made
Look and feel, graphic design, user-interface and content
is determined here
12. Our Objectives:
1. Students will be able to create a Wikispace account and
take part in a discussion board related to the concepts
covering TPACK.
2. Students will be able to compare and contrast
Pedagogy, Technology, and the Content domains of TPACK.
3. Describe one way that technology can improve pedagogy.
4. Describe one way that technology can improve content
learning.
5. Describe one way that technology can hinder pedagogy.
6. Describe one way that technology can hinder content
learning
13. There needs to be a page for:
Home/Introduction
Introduction video
Lesson/Discussion one
Lesson/Discussion two
Lesson/Discussion three
Lesson/Discussion four
Pre-assessment
Post-assessment
14. The actual creation of the content and learning materials
was based on the Design phase.
15. First stages was to add the content onto our TPACK wiki
16. Our wiki is complete and ready for our target audience to start!
17. What a typical Lesson/Discussion page looks like…
18. for the beginning stages of
the implementation portion
of the ADDIE model, we
had our target audience
complete a pre-
assessment survey
covering all of the domains
of TPACK
the survey gave us a good
idea of the prior knowledge
possessed by our target
audience before they
became engaged in
discussion forums of the
Wiki
19. for the second step in the implementation process, we decided to have our
target audience respond to four discussion forums
the four discussion forums allowed our target audience to discuss their
thoughts regarding TPACK and its use in their classrooms
20. our target audience did a wonderful job discussing and generating ideas
regarding TPACK implementation strategies
this is an example of a student response to our second discussion regarding
the benefits or detriments of technology integration in the classroom
21.
22. Formative Evaluation
How usable is the design?
How are students reacting to the content?
Summative Evaluation
How well did students meet the objectives?
23. Pre-assessment
In-class discussion
Survey of attitudes
Pre-production
Modification to the Wiki-site
Trial posting
Ongoing evaluation
Added pages
Clarified directions
24. Usability
Students were able to log-in and participate in a timely
manner
Added general help tab
Reaction
Students provided thoughtful response to discussion
prompts
Increased feedback to facilitate ongoing discussion
25.
26. Goal 1: Participation
Goal 2: Pedagogy and Technology
Goal 3: Content and Technology
27. Participation
All ten students posted to four discussion topics
Discussion occurred in a timely manner
No major difficulties reported
28.
29. Pedagogy and Technology
Students evaluated TPACK in relation to their own
teaching philosophy
Several students provided practical examples
Students examined the merits of specific technologies
including:
Smartboard, Prezi, Webquests, Mac vs. PC,
YouTube, Vod/podcast, Animoto, Vuvox, Audacity
30.
31. Content and Technology
Students connected types of technology with uses in
their teaching subjects
Students considered ways in which poor technology
can impede content learning
32.
33. For more info on our TPACK project visit:
http://tpck.wikispaces.com