Teacher Professional Development for TPACK-21CL: Effects on Teacher ICT Integration and Student Outcomes

Autor/inn/en	Koh, Joyce Hwee Ling; Chai, Ching Sing; Lim, Wei Ying
Titel	Teacher Professional Development for TPACK-21CL: Effects on Teacher ICT Integration and Student Outcomes
Quelle	In: Journal of Educational Computing Research, 55 (2017) 2, S.172-196 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633116656848
Schlagwörter	Faculty Development; Technological Literacy; Pedagogical Content Knowledge; Information Technology; Technology Integration; Student Evaluation; Outcomes of Education; Instructional Design; Mixed Methods Research; Foreign Countries; Primary Education; Elementary School Teachers; Self Efficacy; Lesson Plans; Content Analysis; Educational Change; Scaffolding (Teaching Technique); Surveys; Singapore + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Informationstechnologie; Schulnote; Studentische Bewertung; Lernleistung; Schulerfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Lesson planning; Unterrichtsplanung; Inhaltsanalyse; Bildungsreform; Survey; Umfrage; Befragung; Singapur
Abstract	This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers' technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers' prolonged engagement with peers and researchers in design teams. Supported by technological pedagogical content knowledge rubrics and technological pedagogical content knowledge design heuristics, the process enabled teachers to assess their current ICT lessons, set design goals, redesign, implement, and evaluate student learning outcomes, as well as reflect on their pedagogical practices. A year-long implementation study conducted with 37 teachers from a Singapore primary school who were organized into seven lesson design teams found that the process had positive effects on teachers' confidence for technological pedagogical content knowledge for 21st century learning and lesson design practices. Five of the seven design teams were able to make pedagogical changes toward 21st century learning, and six of the teams realized improvement in student learning outcomes. The implications for teacher ICT professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01