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Designing Effective Technology-enhanced Science Instruction:
Applying the TPACK Design Framework
Kamini Jaipal-Jamani, Candace Figg Brock University
Purpose
• Introduce The TPACK Design Framework for Assessing Technology-enhanced Instruction
• Demonstrate its utility for designing effective technology-enhanced science instruction
Theoretical Perspectives
• Characteristics of effective science learning
• Standards for effective science teaching
• Characteristics of effective technology-enhanced instruction
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)
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
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).
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),
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).
Effective Technology-enhanced Teaching
• TPACK Framework describes how technological knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK), interact (Mishra & Koehler, 2006)
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)
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
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.
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.
ReferenceJaipal-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: [email protected] Figg: [email protected]