|  e-ISSN: 2147-5156

Original article | Turkish Journal of Teacher Education 2012, Vol. 1(2) 41-58

Introduction of TPACK-XL A Transformative View of ICT-TPCK for Building Pre-Service Teacher Knowledge Base

Milad M. Saad, Aziz M. Barbar, Suzanne A.R. Abourjeili

pp. 41 - 58   |  Manu. Number: turkish journal of t

Published online: December 30, 2012  |   Number of Views: 114  |  Number of Download: 748


Abstract

What is the nature of preservice teachers knowledge base that would enable them teach with technology? How preservice teacher education programs should be structured to build this knowledge base? In an effort to respond to these questions, this study examines the mostly recognized relevant theoretical grounding of the nature of the teacher knowledge base. As a result, it introduces TPACK-XL as a transformative view of a strand of Mishra and Koehler (2005) TPACK (Technological Pedagogical And Content Knowledge) theoretical framework, named ICT-TPCK as proposed by Angeli and Valanides (2009). ICT-TPCK integrates the context (X) and the learner’s (L) knowledge to contribute to TPACK with more specificity on ICTs in the field of educational technology. Mishra and Koehler proposed the TPACK model that describes teachers’ integration of ICTs in their classroom practices. TPACK has become known as a useful overarching conceptual framework that builds on Shulman (1986) formulation of pedagogical content knowledge (PCK). In this paper, the author analysis of ICT-TPCK model aims to contribute to the discussions on how to educate preservice teachers within the ICT-TPCK framework principles. The detailed examination and refinement of the interrelated contributing knowledge bases of ICT-TPCK: ICTs (T), pedagogy (P), content (C), learners (L), and context (X) has led to pointing thirty-one constituent knowledge constructs. TPACK-XL is identified as the elaborated form of ICT-TPCK that highlights the interdisciplinary knowledge constructs that synthesize to lead to its core knowledge and, consequently, serve as an advanced lens of ICT-TPCK for preservice teachers’ educators.

Keywords: Educational technology, ICTs in teacher education, preservice teacher education, student teacher knowledge base, technological pedagogical and content knowledge TPACK


How to Cite this Article?

APA 6th edition
Saad, M.M., Barbar, A.M. & Abourjeili, S.A. (2012). Introduction of TPACK-XL A Transformative View of ICT-TPCK for Building Pre-Service Teacher Knowledge Base. Turkish Journal of Teacher Education, 1(2), 41-58.

Harvard
Saad, M., Barbar, A. and Abourjeili, S. (2012). Introduction of TPACK-XL A Transformative View of ICT-TPCK for Building Pre-Service Teacher Knowledge Base. Turkish Journal of Teacher Education, 1(2), pp. 41-58.

Chicago 16th edition
Saad, Milad M., Aziz M. Barbar and Suzanne A.R. Abourjeili (2012). "Introduction of TPACK-XL A Transformative View of ICT-TPCK for Building Pre-Service Teacher Knowledge Base". Turkish Journal of Teacher Education 1 (2):41-58.

References

    Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154 – 168.

    Anderson, J., & Glenn, A. (2004). Building capacity of teachers/facilitators in technology-pedagogy integration for improved teaching and learning: Final Report. A Report presented in the Experts’ Meeting on Teachers/Facilitators Training in Technology-Pedagogy Integration.  UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific, Bangkok, Thailand.

    Baroud, F. (2011). The Development of E-Learning in a Lebanese Higher Educational Context. Doctoral dissertation, Sheffield Hallam University, Sheffield, UK.

    Baroud, F., & Abou Chedid, K. (2010). Patterns of E-learning Development in Lebanon’s Mosaic Educational Context. In U. Demiray (Eds.), Cases on Challenges Facing e-Learning and National Development: Institutional Studies and Practices, Vol.1 (pp. 409 – 424). Eskisehir, Turkey: Author.

    Bayne, S., & Ross, J. (2007). The 'digital native' and 'digital immigrant': a dangerous opposition. Paper presented at the Annual Conference of the Society for Research into Higher Education (SRHE), Dec. 2007, Brighton, Sussex, UK. Retrieved November 12, 2011, from http :// www . malts . ed . ac . uk / staff / sian / natives _ final . pdf

    Bennet, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: a critical review of the evidence. British Journal of Educational Technology, 39(5), 775 – 786.

    Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13 (4), 63 – 73.

    Chai, C.S., Koh, J.H.L., and Tsai, C-C. (2011). Exploring the Factor Structure of the Constructs of Technological, Pedagogical, Content Knowledge (TPACK). The Asia-Pacific Education Researcher, 20(3), 595 – 603.

    Choi, B.C., Pak, A.W (2006). Multidisciplinarity, interdisciplinarity, and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness. Clin Invest Med, 29, 351 – 64.

    Cox, S. (2008). A Conceptual Analysis of Technological Pedagogical Content Knowledge. Doctoral dissertation, Brigham Young University, Provo, UT.

    El Amine, A. (2009). Valorisation du Metier d’Enseignants. In Proceedings of Professionnalisation du travail enseignant au Liban, March 28, Faculty of Education, Saint Joseph University, Beirut, Lebanon. 10-38.

    El Hage, F., & Abou Jaoude, S. (2009).  Carrefour d’échanges 2009: Recherches en didactique des sciences au Liban (20022008). Retrieved January 5, 2011, from www.agora.usj.edu.lb

    Enochsson, A., & C. Rizza (2009). ICT in Initial Teacher Training: Research Review. OECD Education Working Papers, No. 38, OECD Publishing.  Retrieved June 7, 2010, from http://dx.doi.org/10.1787/220502872611

    Grünbaum, B., (1975). Venn diagrams and independent families of sets. Mathematics Magazine, 48(1), 12–23.

    Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence? British Educational Research Journal, 36(3), 503 – 520.

    Johnson, D.G. (2004). Overview - Information technology and the goals of education: making nails for the hammer. In IITE project:  Ethical, Psychological and Societal Problems of the Application of ICTs in Education: Analytical Survey. UNESCO Institute for Information Technologies in Education (IITE), Moscow, Russian Federation.

    Kaddoura, B. (2010). Mapping Pre- and In-Service Teaching and Training Programs for Early Childhood Professionals Available in Lebanon.  Background paper for the Regional Consultative Workshop: Advancing the ECCD Agenda in the Arab Region, March 2010, Amman, Jordan.

    Katz, R. (2005). Foreword: Growing up digital. In J. B. Caruso & R. Kvavik (Eds.), ECAR Research study 6: Students and information technology, 2005: Convenience, connection, control, and learning. Retrieved June 17, 2011, from http://net.educause.edu/ir/library/pdf/ers0506/rs/ers05060.pdf

     Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131 – 152.

    Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators). American Association of Colleges of Teacher Education and Rougledge, New York. 3 – 29.

    Koehler, M.J., Mishra, P., and Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology[1]. Computers & Education, 49, 740–762.

    LaFever, K.S. (2008). Interdisciplinary Teacher Education: Reform in the Global Age. Doctoral dissertation, Miami University, Oxford, Ohio, USA.

    Ministry of Education and Higher Education (MEHE), (2010). Quality Education for growth, National education strategy framework and Education sector development plan (General Education) 2010 – 2015, The General Education Sector: Facts and Figures. Beirut, Lebanon. Retrieved Feb.25, 2011 form: http://www.mehe.gov.lb

    Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teacher College Record, 108 (6), 1017-1054. Retrieved May 16, 2011, from http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf

    Mishra, P., Hershey, K., & Cavanaugh, S., (in press) Teachers, learning theories and technology. In M. Girod & J. Steed (Eds.), Technology in the college classroom. Stillwater, OK: New Forums Press.

    Mishra, P., Koehler, M. J., & Kereluik, K. (2009). The song remains the same: Looking back to the future of educational technology. Techtrends, 53(5), 48 – 53.

    Niess, M., Browning, C.,  Driskell, S., Johnston, C., & Harrington, R. (2009). Mathematics Teacher TPACK Standards and Revising Teacher Preparation. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009. Chesapeake, VA: AACE. 3588-3601

    Niess, M.L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509 – 523.

    Nordin, H., Morrow, D. & Davis, N. (2011). Pre-Service Teachers’ Experience with ICT Integration in Secondary Schools: A Case Study of One New Zealand Context. In M. Koehler & P. Mishra Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011. Chesapeake, VA: AACE. 3915-3920.

    Pamuk, S. (2011). Understanding preservice teachers' technology use through TPACK framework. Journal of Computer Assisted Learning. doi: 10.1111/j.1365-2729.2011.00447.x

    Prensky, M. (2001a). Digital natives, digital immigrants Part 1. On the horizon. NCB University Press, 9(5), 1 – 6.

    Prensky, M. (2001b). Digital natives, digital immigrants Part 2: Do they really think differently? On the horizon, NCB University Press, 9(6), 1 – 6

    Prensky, M. (2009). H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. Innovate, 5(3). Retrieved September 12, 2010, from http://innovateonline.info/pdf/vol5_issue3/H._Sapiens_Digital__From_Digital_Immigrants_and_Digital_Natives_to_Digital_Wisdom.pdf

    Rapetti, E., & Cantoni, L. (2010). “Digital Natives” and learning with the ICTs. The “GenY @ work” research in Ticino, Switzerland. Journal of e-Learning and Knowledge Society, 6(1), 39 – 49.

    Ruskey, F., Savage, C., & Wagon, S. (2006). The search for simple symmetric Venn diagrams. Notices Amer. Math. Soc. 53(11), 1304 –1312.

    Segall, A. (2004). Revisiting pedagogical content knowledge: the pedagogy of content/the content of pedagogy. Teaching and Teacher Education, 20(5), 489-504.

    Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1 – 22.

    Shulman, L.S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4 – 14.

    Shulman, L.S. (2002). Forward. In M.T. Huber, S. P. Morreale (Eds.), Disciplinary styles in the scholarship of teaching and learning; exploring common ground (pp. v-ix). Washington, DC: American Association for Higher Education and the Carnegie Foundation for the Advancement of Teaching.

    So, H.-J., & Kim, B. (2009). Learning about problem based learning: student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101 – 116.

    Thompson, A.D., &  Mishra, P. (2008).  Breaking News: TPCK Becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38, and 64.

    Veal, W., & MaKinster, J. (1999). Pedagogical Content Knowledge Taxonomies. Electronic Journal of Science Education, 3(4) Article Two. Retrieved October 22, 2011, from http://unr.edu/homepage/crowther/esjse/vealmak.html