Rachel Karchmer-Klein

Guiding Principles for Supporting New Literacies in Your Classroom

In this article, the authors propose four principles to guide teachers’ thinking as they use technology to support teaching and literacy learning in 21st century classrooms. Specifically, teachers must be aware of emerging technologies, recognize the complexities of new literacies, realize tech-savvy students may not be skilled readers and writers of web-based texts, and develop assessments to evaluate 21st century skills. Keeping these principles in mind will help teachers prepare students to become effective readers and writers of digital texts.

Examining Domains of Technological Pedagogical Content Knowledge Using Factor Analysis

Abstract This study examined the construct validity of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology through an exploratory factor analysis using responses from 365 preservice teachers enrolled in an educational technology course in the United States. The participants were completing methods courses and field experience concurrent to the educational technology course, allowing them to contextualize the content they learned during the semester. The survey, grounded in the framework of Technological Pedagogical Content Knowledge (TPACK), is designed to measure seven domains associated with technological, pedagogical, and content knowledge. Although the influence of the TPACK framework on teacher education programs continues to grow, research indicates the need for clearer distinctions between the domains. Results from this study revealed that participants did not always make conceptual distinctions between the TPACK domains. Specifically, factors were congruent across only technological knowledge (TK) and content knowledge (CK) and not congruent across pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and TPACK. Additionally, PK and PCK. loaded together, indicating the participants did not distinguish PK from PCK. Overall, this study confirms the need to provide more clarity about the TPACK framework and to revisit survey instruments built directly around the framework.

Promoting and Assessing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Context of Case Development

This study investigated the extent to which case development allowed preservice teachers to recognize the interactions and integration of technology with content and pedagogy in their own practice. These interactions form the core of what has been called Technological Pedagogical Content Knowledge (TPACK), a distinct type of knowledge required for effective use of technology in classroom teaching. Data were collected from 58 pre-service teachers in the context of a teacher education program in the United States. Results indicated that case development provided a fruitful context for helping pre-service teachers bring together different knowledge bases to design and implement effective technology-integrated lessons.

Literature-Based Collaborative Internet Projects in Elementary Classrooms.

Abstract The purpose of this study was to examine teachers’ use of literature‐based collaborative Internet projects (CIP) in their elementary classrooms. These practices require two or more classrooms to read and analyze texts on specified topics and then share responses over the Internet. The participants, all female, represented 15 different U.S. states as well as Canada and Australia. Three types of data were collected and analyzed including electronic surveys, semi‐structured email interviews, and project websites. Results indicated that teachers’ pedagogical beliefs led to the introduction of CIP. Specifically, teachers reported the projects provided opportunities to foster learning by helping students (1) make connections between new content and their background knowledge, (2) actively participate in their own learning, and (3) recognize and appreciate differences among their peers. Teachers also reported CIP supported literacy curriculum standards. Finally, data indicated differences in how CIP were implemented across grade levels. In light of the studys results, four lessons are shared along with educational and research implications.

Designing Effective Technology Preparation Opportunities for Preservice Teachers

In this chapter, we present one approach to the design of standalone educational technology courses that is aligned with research-based principles for the preparation of preservice teachers, while utilizing the framework of technological pedagogical content knowledge (TPACK) as an instructional guide. We also present insights from preservice teachers’ reflections on the TPACK framework, and their anticipated uses of technology in their student teaching placement and future classrooms. Preservice teachers’ reflections indicated that key components of the course were beneficial in fostering a greater appreciation of technology in the context of content and pedagogy. Further, all preservice teachers expect to use technology in their future classrooms although their descriptions did not provide detailed information on how they would do so, while considering issues of content and pedagogy. We conclude with a discussion and implications for future practice.

A Longitudinal Examination of Preservice Teachers' Technological Pedagogical Content Knowledge in the Context of Undergraduate Teacher Education.

ABSTRACT This study used longitudinal data to investigate the development of preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) throughout their initial teacher education program in the United States. Quantitative and qualitative data were collected at four different points in time. Findings indicated that teacher preparation experiences collectively provided preservice teachers’ with opportunities to develop their knowledge of teaching with technology from their freshman to their junior/senior year. Opportunities to develop and retain knowledge gains over time, however, were limited in the absence of intentional educational technology coursework. Findings have implications for the design of teacher education programs on the use of technology.

Reexamining the Practicum Placement

Abstract While many factors are taken into account when identifying appropriate practicum placements, effective technology use by the classroom teacher is rarely conisidered. This is disconcerting given the recent emphasis on teacher technology preparation. The research described in this article studies 30 preservice teachers’ participation in a six-week virtual practicum. The practicum took place completely over the Internet and allowed the preservice teachers to interact with and observe experienced classroom teachers as they implemented high-quality technology-supported literacy instruction. Using constant-comparative methods, field notes, e-mail correspondences, and survey responses were analyzed in relation to the three research questions: (1) How does a virtual practicum create opportunities to learn ways to manage technology integration in the classroom? (2) How does a virtual practicum create opportunities to learn ways to integrate technology into literacy instruction? and (3) How does a shared practicum experience allow preservice teachers to engage in class discussions and problem-solve issues confronted in their host classrooms?

Patterns in Teachers' Instructional Design When Integrating Apps in Middle School Content-Area Teaching.

Abstract The purpose of this study was to examine patterns evident in the ways middle school teachers, who value technology integration, design instruction that leverages educational applications (app) affordances. Using the pedagogy of multiliteracies (Cope & Kalantzis, 2015) and app affordances of multimodality, collaboration, and interactivity as guides, 17 instructional chains designed by nine teachers were analyzed for patterns. Findings revealed teachers launched iPad-integrated instruction by using content apps to engage students in experiencing information at the beginning of each lesson or by using a flipped classroom model. Additionally, all instruction incorporated multiple apps and multiple knowledge processes, although some sequences were all-digital and others combined digital and nondigital activities.