Abstract
This study explored the patterns of Technological Pedagogical and Content Knowledge (TPACK) in 45 preservice teachers’ literacy lesson plans that integrated digital texts or tools. A priori coding and content analysis were used to identify preservice teachers’ demonstrations of combinations of TPACK constructs. Findings indicated that preservice teachers demonstrated TPACK (41%) and combined Technological Content Knowledge and Pedagogical Content Knowledge most frequently (42%), Pedagogical Content Knowledge less frequently (13%), and other patterns rarely, combined Technological Content Knowledge and Technological Pedagogical Knowledge (1%), Technological Content Knowledge (1%), Technological Pedagogical Knowledge (0%) and combined Pedagogical Content Knowledge and Technological Pedagogical Knowledge (0%). This study cohered with previous research that found just under half of teachers demonstrated TPACK. However, it differed from previous studies that did not show patterns of Pedagogical Content Knowledge but Technological Pedagogical Knowledge, as our data showed Pedagogical Content Knowledge but not Technological Pedagogical Knowledge. Finally, it extended previous research by identifying patterns of literacy preservice teachers’ demonstrations of TPACK in their elementary literacy lesson plans. It also demonstrated new ways of combining TPACK constructs (i.e., Technological Content Knowledge and Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge, and Pedagogical Content Knowledge and Technological Pedagogical Knowledge), which when used to code the data resulted in a more comprehensive definition of TPACK. Only 2% of the lesson plans did not demonstrate any of the combinations.
Highlights
New literacy standards include the integration of digital texts and tools (CCSS, 2010; IRA, 2009; NCTE, 2008)
This study explored the patterns of Technological Pedagogical and Content Knowledge (TPACK) in 45 preservice teachers’ literacy lesson plans that integrated digital texts or tools
The preservice teacher plans to use (a) pedagogy that effectively addresses specific literacy content (i.e., Pedagogical Content Knowledge), (b) a technology in ways that supports the learning of literacy content (i.e., Technological Content Knowledge), and (c) a technology that supports pedagogy and teach students how to use the affordances of the technology (i.e., Technological Pedagogical Knowledge). Through this process of identifying preservice teachers’ demonstrations of combined TPACK constructs (Technological Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge) in their lesson planning, we discovered that sometimes preservice teachers would demonstrate combinations of two combined constructs
Summary
New literacy standards include the integration of digital texts and tools (CCSS, 2010; IRA, 2009; NCTE, 2008). The 5 Dimensions of Teaching and Learning Framework addresses standards, learning target and teaching points, intellectual work, engagement strategies, and talk (http://info.k-12leadership.org/5-dimensions-of-teaching-and-learning) This framework does not address technology integration as a specific component of pedagogy. The Substitution Augmentation Modification and Redefinition Framework (Puentedura, 2010) does explicitly focus on how teachers integrate technology and how it compares to teaching without technology—e.g., substituting, augmenting, modifying, or redefining practices as compared to using paper texts or tools. This framework, does not explicitly consider teachers pedagogical or content knowledge, which we believe are critical to evaluating technology integration in lessons jel.ccsenet.org
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