Mark J. Hofer

Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers' Curriculum-Based, Technology-Related Instructional Planning

Abstract How does teachers’ technological pedagogical content knowledge (TPACK) inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers’ planning, we sought to discover clues to the nature and development of these teachers’ TPACK-in-action as it was expressed in their planning processes. Comparisons of interview data and planning products before and after engaging in professional development that addressed content-focused, TPACK-based learning activity types (Harris & Hofer, 2009) revealed three primary findings, each supported by participating teachers’ oral and written reflections upon their learning. The participating teachers’ (a) selection and use of learning activities and technologies became more conscious, strategic, and varied; (b) instructional planning became more student-centered, focusing primarily upon students’ intellectual, rather than affective, engagement; and (c) quality standards for technology integration were raised, resulting in deliberate decisions for more judicious educational technology use.

Technological Pedagogical Content Knowledge in Action: A Case Study of a Middle School Digital Documentary Project

Abstract In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K–12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively integrate technology in classroom work. This case study explores the three domains of teacher knowledge and their intersections in a sixth grade digital documentary project. On the surface, the setting for the work (particularly the skilled teachers with whom we worked) seemed to be the “best-case scenario” for technology integration, and yet, challenges arose in the intersections of the domains of knowledge. This study explores the different areas of teacher knowledge in this project and provides directions for future work to further explore the notion of TPCK in practice.

TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program

Abstract How does preservice teachers’ knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the development of participants’ technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK). (Keywords: TPACK, technological pedagogical content knowledge, technology integration, teacher education, preservice)

In Search of Technological Pedagogical Content Knowledge: Teachers' Initial Foray into Podcasting in Economics

Abstract In this paper, we report on work with eight practicing ninth grade social studies teachers to determine how they chose to integrate podcasting to help their students build on their economic literacy, which includes building both economic concepts and skills. The study is rooted in an interpretivist research paradigm, using the Council for Economic Educations National Voluntary Content Standards in Economics (1997) and Mishra and Koehler’s (2006) theory of Technological Pedagogical Content Knowledge (TPACK) to frame data generation, analysis, and the reporting of results. We found that teachers demonstrated strong technological pedagogical knowledge (TPK) but a lack of technological content knowledge (TCK) in the design and implementation of the podcasting projects. We argue that the lack of teachers’ content-based rationale for podcasting is a function of the universal nature of some digital tools, such as podcasting, in contrast to more specialized tools, such as computer simulations.

Digital Campaigning: Using the Bill of Rights to Advance a Political Position

outed as the most expensive advertising campaigns in presidential history, final spending tallies for the 2004 presidential election came in at some

Examining Authentic Intellectual Work with a Historical Digital Documentary Inquiry Project in a Mandated State Testing Environment.

650 million (OpenSecrets.org 2004). And this was just the total from the major political parties. Of particular interest was the impact of the so-called 527 committees, the political activist groups named after a section of the tax code that regulates them. Groups like the Swift Boat Veterans and POWs for Truth and MoveOn.org raised more than a half billion dollars during the 2003–2004 election cycle—double the amount spent during the previous year’s cycle (Center for Public Integrity). While always thought to be on the fringes of the political process, some say that these groups played a decisive role in the outcome of the 2004 election. In the final three weeks of the campaign, the 527s spent approximately

Testing a TPACK-Based Technology Integration Assessment Rubric

40 million in last-minute commercials in key battleground states, with three quarters of the total spent on ads supporting the Bush presidency (CNN News 2004). Perhaps the most controversial advertisements were the ones were sponsored by the Swift Boat Veterans and POWs for Truth, an advocacy organization made up of former naval veterans of the Vietnam War and funded by opponents of Senator John Kerry’s bid for the presidency. This cluster of commercials questioned Kerry’s war record, specifically accusing him of lying to get his three Purple Hearts, Silver Star, and Bronze Star during his Vietnam service. These smear ads prompted an outcry from both left and right for the muckraking and caused Senator John McCain to cross party lines to try and end the slander. He remarked at a news conference in August 2004, “I think the ad is dishonest and dishonorable. As it is none of these individuals served on the boat [Kerry] commanded. Many of his crewmates have testified to his courage under fire. I think John Kerry served honorably in Vietnam” (Factcheck.org). MoveOn.org received similar criticism from conservatives, particularly centered on two commercials posted on the organization’s Web site comparing President Bush to Adolf Hitler (Memory Hole). While these two ads represented only two out of a total 1,500 advertisements submitted to the site and were ultimately removed as they were voted down by the groups’ membership, these indelible images, however short lived, were inflammatory to the democratic process and managed to make headlines (National Public Radio). Despite urging from both sides of the political arena, the ads continued and arguably amplified the chasm of an already bitterly divided nation.

Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development

Abstract Three criteria for meaningful student learning—construction of knowledge, disciplined inquiry, and value beyond school—are assessed as authentic learning outcomes for an implementation of a digital documentary project in two fifth grade history classrooms where teachers’ practices are constrained by a high-stakes testing climate. In all three areas, there was ample evidence of student engagement in authentic intellectual work in the student-created movies. Only when teachers are ambitious in looking beyond test score outcomes will students have opportunities for meaningful and authentic intellectual experiences.