A Study on the Development and Assessment method of the ICT Comptency of Preservice Teacher

Author(s):

Wakio Oyanagi(presenting / submitting)

Conference:

ECER 2016

Network:

16. ICT in Education and Training

Format:

Paper

Session Information

16 SES 09 A, Enhancing Teachers' Competencies With Respect to ICT in Education

Paper Session

Time:

2016-08-25

13:30-15:00

Room:

OB-H1.49 (ALE 2)

Chair:

Anders D. Olofsson

Contribution

The ability to learn the importance of sharpening “Pedagogical Content Knowledge” has been pointed out. However, for teachers to have an image of learning including ICT use, in addition to “Technological Knowledge” , there are calls to approach such matters as development and training through “Technological Pedagogical Knowledge”, “Technological Content Knowledge” and “Technological Pedagogical Content Knowledge” and clarification of what the issues are in acquisition of this knowledge.

This research therefore designs opportunities for learning concerning pedagogical content knowledge related to technology during the period of practicum in the training process and then focuses on analysis of what kinds of changes occur by using “MindMap”. The research then aims to obtain clues to program preparation related to the process of pedagogical content knowledge concerning technology during practicum through analysis of the details of these changes and the conditions and the environment that caused them.

The pedagogical content knowledge related to technology addressed here means Technological Pedagogical Content Knowledge (It was firstly expressed at TPCK without the “A,” but recently in many cases it has been represented as TPACK; Total Package regarding to Technological Pedagogical Content Knowledge, as above). This does not just mean using ICT in educational activities such as the classroom. It is an expression that attempts to grasp the relationships in knowledge of teaching, subject matter and technology and their compound nature, which is the mindset put forth by Mishra and Koehler (2006). Also, this TPACK can be said to be an issue of focus in recent educational technology research (Archambault and Barnett, 2010; Jang, 2010; Jimoyiann, 2010; Kramarsky and Michalsky, 2010).

In the TPACK which is the focus of this report, teacher knowledge of technology makes learning effective and efficient and is thought of as one more closely related component. PCK is included above in response to the situation and is also understood as knowledge which structures it.

As shown in the TPACK idea in Koehler & Mishra (2009), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) make learning effective and efficient, may be closely tied to PCK, and are shown as those three potential abilities and additional components.

However, when conducting actual teacher development and training, etc., TPACK elements showing each overlap have points that are difficult to understand, and there are calls to further clarify the definition and framework. Schmidt, Baran, Thompson, Mishra and Koehler (2009) therefore pursue this framework through further investigation concerning TPACK regarding how students in the development process perceive these.

Also, although there is not a great deal of prior research on TPACK at all, 2 trends are seen here. One of these is research into preservice teacher students in the development stage and the instructional ability of current instructors (Angeli and Valanidies, 2009; Chai, Koh, and Tsai, 2010; Kramarsky and Michalsky, 2010; Niess, 2005), and the other is research into preservice teacher student perception regarding university teacher TPACK-related instructional ability. (Jang and Chen, 2010; Tuan, Chang, Wang and Treagust, 2000).

In terms of these research trends, this research falls into the first one. It focuses on the developmental stage, especially the relationship between practicum in the teacher training period and the transformation in preservice teacher students. The research does not focus on confirming the perception of each TPACK component among students themselves, rather attention is placed on analyzing from the actions of students themselves what type of learning of components are seen as transformation.

Method

The purpose of this research in relation to student TPACK is therefore to deepen discussion for the purpose of instruction tailored to individual student teachers as well as problem solving by the student teachers using mindmaps, and also to verify its effects by practicing this on an experimental basis considering that it is effective in student self-evaluation. Also, such matters as usage conditions for mindmaps in practice instruction that leads to transformation of that knowledge and the entire program of practice instruction were considered. Furthermore, for this to also be basic experience using mindmaps that employ ICT in class, preparation of mindmaps using ICT as a tool for students themselves to repeat their experience was also included after that, and such possibility was considered. Mindmaps are a thinking tool advocated by Tony Buzan. Their characteristics enable visualization of what one is thinking. The theme is expressed as a central image, and from there a branch widens in radial fashion. The first branch is called a main branch (1st level), and basic ideas are entered as keywords above this. From here, associations are widened by developing a 2nd level, 3rd level and sub-branches. This is how mindmaps express the widening of thoughts on a certain theme in a layered form. Accordingly, with preservice teacher students designing classes focused on mindmaps, in this research the mindmaps were used as tools to grasp changes in what is considered important and to what level deep thought is possible. This isn’t just a case of making mindmaps before and after the student teaching practice period for the instructor to use for evaluation and instruction, but also for the student teachers themselves to understand their own growth through self-comparison. Also, the groups made group mindmaps about topics of their choice with the goal of deepening discussion toward problem solving. Furthermore, we loaned out iPads (iMindMap HD mindmap drawing software) for situational awareness using ICT to make class observation more efficient and for smoother progress in educational critique meetings.

Expected Outcomes

The below two points are raised as results of this research. 1) There is instruction recognizing the TPACK framework for ICT use as well in the practical instruction class preparation cycle. As a result, more branches including TCK, TPK and TPACK were detected in post mindmaps than pre mindmaps. However, examining the process of knowledge transformation overall many changes are seen in PCK. Since they are affected by such factors as the purpose and details of the managed classes, it was understood that it is difficult for TK, TCK and TPK to appear independently (it is difficult to be aware of the use of this knowledge). Rather, when they appear they do so in the form of a mixed TPACK. What is interesting is that, as preservice teacher student m indicates, even if there is greater awareness of TCK, TPK and TPACK at the time of the pre mindmap, through practical experience transformation enabling consideration of when and for what purpose to use ICT is seen. In other words, if TPACK is deliberately taught in practical instruction it became clear that what was previously learned in some form (lecture, etc.) about TPACK was further examined in practice. 2) In mindmaps, since words are connected to branches in the order of thinking from main branches, tracing words from main branches to sub branches enables reading of the context in which the words appear. Using these characteristics to conduct analysis using mindmaps and quantify fitting the TPACK components, it was possible to grasp the transformation in the student teachers. In other words, when giving instruction recognizing the TPACK framework, it became clear that mindmaps recognize TPACK and can be a tool to visualize changes, even for instructors and student teachers.

References

Angeli, C. and Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1):154-168. Archambault, L.M. and Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4):1656-1662. Chai, C.S., Koh, J.H.L. and Tsai ,C.C. (2010). Facilitating pre-service teachers’ development of Technological Pedagogical Content Knowledge (TPACK). Educational Technology & Society, 13(4):63-73. Jang, S.J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4):1774-1751. Jang, S.J. and Chen, K.C. (2010) From PCK to TPACK: Developing a transformative model for preservice science teachers. Journal of Science Education and Technology,19(6):553-564. Jimoyiann, A. (2010) Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers’ professional development. Computers & Education, 55(3):1259-1269. Kramarsky, B. and Michalsky,T.(2010) Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction,20(5):434-447. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.. Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. 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. Satake,Y.,Matsukawa,T.Oyanagi,W.,and others（2014）Development of An Effective Method of Teacher Training Guidance utilizing MindMap and ICT（ 1）–　Possibility of utilizing MindMap in Teacher Training Guidance　–. Bulletin of Teacher Education Center for the Future Generation 1, Nara University of Education. 459-364. Schmidt,D.A.,Bara,N,E. Thompson,A.D. MishraA,P. and Koehler, M.J. (2009) Technological Pedagogical Content Knowledge (TPCK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education,42(2),123-149. Tuan, H.,Chang,H., Wang,K., and Treagust,D. (2000) The development of an instrument for assessing student’s perceptions of teachers’ knowledge. International Journal of Science Education,22(4):385-398.

Author Information

Wakio Oyanagi (presenting / submitting)

Nara University of Education

School of Professional Development in Education

Nara

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