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Developing an Observation Form to Determine the TPACK Usage

Yıl 2019, Cilt 6, Sayı 4, 172 - 181, 26.12.2019

Öz

By the help of the recent studies on student-centered teaching, students have now begun to shift from memorizing to the structuring the knowledge. The researches mention that learning requires active, continuous and effective use of information. It is stated that people who can easily reach the information needed in the solution of any problem and who can add new ones to them are the people who achieve lifelong learning. One of the tasks for teachers is to show students how to achieve lifelong learning and especially how knowledge can be used in every aspect of life. There are several studies indicate that this information will be obtained more easily by integrating technology into education. Although there are observation forms that reveal the activities of teachers in the preparation of lesson activities, there are no ones measuring the Technological Pedagogical Content Knowledge in the course preparation processes. To the purpose of this study is to develop a valid, reliable and useful observation form for determining TPACK usage in secondary school mathematics teachers' dynamic software GeoGebra. In this study, the observation form was developed in 3 stages, namely research, pilot study, and evaluation. After the pilot study was completed, expert opinions were taken and the theoretical form was utilized. Lawshe technique was used to determine the content validity ratio. In addition, the teachers showed some behaviors not found in the observation form. These new behaviors have been evaluated and revised by the experts and finalized with the studies for the content validity.

Kaynakça

  • Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281-300.
  • Açıkgöz, K. Ü. (2005). Etkili öğrenme ve öğretme. İzmir: Eğitim Dünyası Yayınları.
  • Akyüz, D. (2016). Farklı öğretim yöntemleri ve sınıf seviyesine göre öğretmen adaylarının TPAB analizi. Turkish Journal of Computer and Mathematics Education, 7(1), 89 - 111.
  • Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
  • Baki, A. (2002). Bilgisayar destekli matematik. İstanbul: Ceren Yayınları.
  • Brantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK: Is the construct “just right? Journal of Research on Technology in Education, 46(2), 103- 127.
  • Bu, L., & Schoen, R. (2012). Model-centered learning: Pathways to mathematical understanding using GeoGebra. Rotterdam: Sense Publishers.
  • Costa, J. (2011). Plataforma de matematización en un entorno GeoGebra dentro de un planteamiento didáctico «desde abajo hacia arriba [Mathematization platform in a GeoGebra environment within a didactic approach «from bottom to top]. Enseñanza las Ciencias, 29(1), 101– 114.
  • Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69. doi:10.1007/s11528-009-0327-1.
  • Cox, M., Abbott, C., Webb, M., Blakely, B., Beauchamp, T., & Rhodes, V. (2004). ICT and Pedagogy – A review of the literature. ICT in Schools Researchand Evaluation Series, 18.
  • Ertmer, P., & Ottenbreit-Leftwich, A.T. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175-182.
  • Graham, C.R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57, 1953-1960.
  • Hohenwarter, M., & Jones, K. (2007). Ways of linking geometry and algebra: The case of GeoGebra. Proceedings of the British Society for Research into Learning Mathematics, 27(3), 126-131.
  • International Society for Technology in Education (ISTE) (2007). National educational technology standards and performance indicators for students. Eugene.
  • Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Educational Technology & Society, 21(3), 48–59.
  • Kabakci-Yurdakul, I., Odabaşı, H. F., Kılıçer, K., Çoklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers and Education, 58(3), 964-977.
  • 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. Mahwah, NJ: Lawrence Erlbaum Associates, 3- 29.
  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge? Journal of Education, 193(3), 13-19.
  • Komis, V., Ergazakia, M., & Zogzaa, V. (2007). Comparing computer-supported dynamic modeling and “paper and pencil” concept mapping technique in students’ collaborative activity. Computers and Education, 49(4), 991-1017.
  • Lince, R. (2016). Creative thinking ability to increase student mathematical of junior high school by applying models numbered heads together. Journal of Education and Practice, Vol.7, No.6.
  • McCannon, M., & Crews, T. B. (2000). Assessing the technology needs of elementary school teachers. Journal of Technology and Teacher Education, 8(2), 111-121.
  • McGartland, R. D., Berg Weger, M., Tebb, S., Lee, E. S., & Rauch, S. (2003).Objectifying content validity: Conducting a content validity study in social work research. Social Work Research, 27(2), 94-104.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mudzimiri, R. (2012). A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. Doctoral Dissertation, Retrieved from ProQuest Dissertations and Theses. (Publication No. 3523442).
  • National Council of Teachers of Mathematics. (1989). Principles and standards for school mathematics. Reston, VA: Author.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and teacher education, 21(5), 509–523.
  • Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317. doi:10.2190/EC.44.3.c.
  • Pierson, M. E. (1999). Technology practice as a function of pedagogical expertise. (Postgraduate thesis), Arizona State University, Arizona.
  • Pierson, M. E. (2001). Technology practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413- 430.
  • Schmidt, D., Baran, E., Thompson, A., Mishra, P., Koehler, M. J., & Shin, T. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Paper presented at the 2009 Annual Meeting of the American Educational Research Association. April 13-17, San Diego, California.
  • Veneziano, L., & Hooper, J. (1997). A method for quantifying content validity of health related questionnaires. American Journal of Health Behavior, 21, 67-70.

Developing an Observation Form to Determine the TPACK Usage

Yıl 2019, Cilt 6, Sayı 4, 172 - 181, 26.12.2019

Öz

By the help of the recent studies on student-centered teaching, students have now begun to shift from memorizing to the structuring the knowledge. The researches mention that learning requires active, continuous and effective use of information. It is stated that people who can easily reach the information needed in the solution of any problem and who can add new ones to them are the people who achieve lifelong learning. One of the tasks for teachers is to show students how to achieve lifelong learning and especially how knowledge can be used in every aspect of life. There are several studies indicate that this information will be obtained more easily by integrating technology into education. Although there are observation forms that reveal the activities of teachers in the preparation of lesson activities, there are no ones measuring the Technological Pedagogical Content Knowledge in the course preparation processes. To the purpose of this study is to develop a valid, reliable and useful observation form for determining TPACK usage in secondary school mathematics teachers' dynamic software GeoGebra. In this study, the observation form was developed in 3 stages, namely research, pilot study, and evaluation. After the pilot study was completed, expert opinions were taken and the theoretical form was utilized. Lawshe technique was used to determine the content validity ratio. In addition, the teachers showed some behaviors not found in the observation form. These new behaviors have been evaluated and revised by the experts and finalized with the studies for the content validity.

Kaynakça

  • Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281-300.
  • Açıkgöz, K. Ü. (2005). Etkili öğrenme ve öğretme. İzmir: Eğitim Dünyası Yayınları.
  • Akyüz, D. (2016). Farklı öğretim yöntemleri ve sınıf seviyesine göre öğretmen adaylarının TPAB analizi. Turkish Journal of Computer and Mathematics Education, 7(1), 89 - 111.
  • Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
  • Baki, A. (2002). Bilgisayar destekli matematik. İstanbul: Ceren Yayınları.
  • Brantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK: Is the construct “just right? Journal of Research on Technology in Education, 46(2), 103- 127.
  • Bu, L., & Schoen, R. (2012). Model-centered learning: Pathways to mathematical understanding using GeoGebra. Rotterdam: Sense Publishers.
  • Costa, J. (2011). Plataforma de matematización en un entorno GeoGebra dentro de un planteamiento didáctico «desde abajo hacia arriba [Mathematization platform in a GeoGebra environment within a didactic approach «from bottom to top]. Enseñanza las Ciencias, 29(1), 101– 114.
  • Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69. doi:10.1007/s11528-009-0327-1.
  • Cox, M., Abbott, C., Webb, M., Blakely, B., Beauchamp, T., & Rhodes, V. (2004). ICT and Pedagogy – A review of the literature. ICT in Schools Researchand Evaluation Series, 18.
  • Ertmer, P., & Ottenbreit-Leftwich, A.T. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175-182.
  • Graham, C.R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57, 1953-1960.
  • Hohenwarter, M., & Jones, K. (2007). Ways of linking geometry and algebra: The case of GeoGebra. Proceedings of the British Society for Research into Learning Mathematics, 27(3), 126-131.
  • International Society for Technology in Education (ISTE) (2007). National educational technology standards and performance indicators for students. Eugene.
  • Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Educational Technology & Society, 21(3), 48–59.
  • Kabakci-Yurdakul, I., Odabaşı, H. F., Kılıçer, K., Çoklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers and Education, 58(3), 964-977.
  • 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. Mahwah, NJ: Lawrence Erlbaum Associates, 3- 29.
  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge? Journal of Education, 193(3), 13-19.
  • Komis, V., Ergazakia, M., & Zogzaa, V. (2007). Comparing computer-supported dynamic modeling and “paper and pencil” concept mapping technique in students’ collaborative activity. Computers and Education, 49(4), 991-1017.
  • Lince, R. (2016). Creative thinking ability to increase student mathematical of junior high school by applying models numbered heads together. Journal of Education and Practice, Vol.7, No.6.
  • McCannon, M., & Crews, T. B. (2000). Assessing the technology needs of elementary school teachers. Journal of Technology and Teacher Education, 8(2), 111-121.
  • McGartland, R. D., Berg Weger, M., Tebb, S., Lee, E. S., & Rauch, S. (2003).Objectifying content validity: Conducting a content validity study in social work research. Social Work Research, 27(2), 94-104.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mudzimiri, R. (2012). A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers. Doctoral Dissertation, Retrieved from ProQuest Dissertations and Theses. (Publication No. 3523442).
  • National Council of Teachers of Mathematics. (1989). Principles and standards for school mathematics. Reston, VA: Author.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and teacher education, 21(5), 509–523.
  • Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317. doi:10.2190/EC.44.3.c.
  • Pierson, M. E. (1999). Technology practice as a function of pedagogical expertise. (Postgraduate thesis), Arizona State University, Arizona.
  • Pierson, M. E. (2001). Technology practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413- 430.
  • Schmidt, D., Baran, E., Thompson, A., Mishra, P., Koehler, M. J., & Shin, T. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Paper presented at the 2009 Annual Meeting of the American Educational Research Association. April 13-17, San Diego, California.
  • Veneziano, L., & Hooper, J. (1997). A method for quantifying content validity of health related questionnaires. American Journal of Health Behavior, 21, 67-70.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Araştırma Makalesi
Yazarlar

Rabia Gül KIRIKÇILAR Bu kişi benim
MARMARA ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ
0000-0003-3403-8421
Türkiye


Avni YILDIZ
BÜLENT ECEVİT ÜNİVERSİTESİ, EREĞLİ EĞİTİM FAKÜLTESİ
0000-0002-6428-188X
Türkiye

Yayımlanma Tarihi 26 Aralık 2019
Yayınlandığı Sayı Yıl 2019, Cilt 6, Sayı 4

Kaynak Göster

APA Kırıkçılar, R. G. & Yıldız, A. (2019). Developing an Observation Form to Determine the TPACK Usage . International Journal of Educational Studies in Mathematics , 6 (4) , 172-181 . Retrieved from https://dergipark.org.tr/tr/pub/ijesim/issue/50978/628888