TPACK Design Framework for Assessing Technology-enhanced Instruction

1. Designing Effective
Technology-enhanced
Science Instruction:
Applying the TPACK Design Framework
Kamini Jaipal-Jamani, Candace Figg
Brock University

2. Purpose
• Introduce The TPACK Design
Framework for Assessing Technology-
enhanced Instruction
• Demonstrate its utility for designing
effective technology-enhanced
science instruction

3. Theoretical Perspectives
• Characteristics of effective science
learning
• Standards for effective science
teaching
• Characteristics of effective
technology-enhanced instruction

4. Effective Science Learning
“vision of the scope and nature of the
education in science, engineering, and
technology needed for the 21st
century” (p. 8).
National Research Council (NRC; 2012)

5. Effective Science Learning
National Research Council (NRC; 2012)
• Asking questions (for science) and
defining problems (for engineering)
• Developing and using models
• Planning and carrying out
investigations
• Analyzing and interpreting data

6. Effective Science Learning
National Research Council (NRC; 2012)
• Using mathematics & computational
thinking
• Constructing explanations (for
science) & designing solutions (for
engineering)
• Engaging in argument from evidence
• Obtaining, evaluating, &
communicating information (p. 42).

7. Effective Science Teaching
• The content of science (concepts,
theories, principles, relationships),
• The nature of science (historical and
cultural development of science and the
evolution of knowledge in a discipline),
• The practices of science (methods of
scientific inquiry such as asking questions
and collecting data),

8. Effective Science Teaching
• The social issues related to science
and technology (making decisions
and taking action on contemporary
science, technology, society,
environment-related issues)
• Content specific pedagogy
(pedagogical content knowledge—
PCK), & general pedagogical
strategies (general teaching skills).

9. Effective Technology-
enhanced Teaching
• TPACK Framework describes how
technological knowledge (TK), content
knowledge (CK), and pedagogical
knowledge (PK), interact (Mishra &
Koehler, 2006)

10. Effective Technology-
enhanced Teaching

11. Effective Technology-
enhanced Teaching
• Framework of TPACK-in-Practice identifies
explicit characteristics and actions in
practice which promote effective
technology-enhanced teaching (Jaipal
& Figg, 2010)

12. Effective Technology-
enhanced Teaching

13. Effective Technology-
enhanced Teaching

14. Problem
How to promote effective technology-
enhanced science teaching . . .
• Assist teachers in assessing the appropriateness of
digital technologies to address science learning
goals and 21st century learning skills
• Make teachers aware of how to use the
components of TPACK to design and assess their
technology-enhanced science instruction

15. TPACK Design Framework for
Assessing Technology-enhanced
Instruction
• Organised broadly according to the components
of TPACK, and
• Used specific characteristics and actions from the
Framework of TPACK-in Practice to create the
criteria (questions to ask) for to design technology-
enhanced instruction.

16. Designing and Assessing
Technology-enhanced
Science Instruction

17. Content
Learning
Goal?

18. Type of
Instruction Fits
Learning
Goal?

19. Type of
Activities?

20. Best way to
represent
content?

21. Technology
best suited to
teach
content?

22. Need to
know to use
tech in
teaching?

23. Tech affect
nature of
content?

24. Computing
devices to be
used?

25. Technical
skills needed
to use?

26. Type of
instruction best
suited to
learning goal &
tech?

27. How can tech
best be used to
represent
content,
learning needs
& context?

28. Activity type
best supports
instruction?

29. Items prepared
to support
instruction?

30. Pedagogical
constraints of
tech in the
classroom?

31. Educational Significance
• Science and technology are natural partners and
support the development of each other. (McCrory,
2008),
• The TPACK Design Framework is proposed as a guide to
support science educators design, implement, and
reflect on technology-enhanced science instruction in
ways that develop science knowledge and skills and 21st
century learning skills through the integration of digital
technologies relevant to the digital learner.
• Engaging with the TPACK Design Framework involves a
recursive process that also supports the development of
teachers’ TPACK knowledge in the area of science
instruction.

32. Reference
Jaipal-Jamani, K, & Figg, C. (2015). TPACK Knowledge
Supporting Design of Effective Technology-
enhanced Science Instruction for Digital Learners. In
M. S. Khine (Ed.), New Directions in Technological
and Pedagogical Content Knowledge Research:
Multiple Perspectives (pp. 11-36). Charlotte, North
Carolina: Information Age Publishing.
Contact Information:
Kamini Jaipal Jamani: kjaipal@brocku.ca
Candace Figg: cfigg@brocku.ca