A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT
Joyce Koh, National Institute of Education, Nanyang Technological University, Singapore
Australasian Journal of Educational Technology Volume 29, Number 6, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
Teachers' technological pedagogical content knowledge (TPACK) for meaningful learning with ICT describes their knowledge for designing ICT lesson activities with respect to five dimensions: active, constructive, authentic, intentional, and cooperative. The ICT lesson activities designed by teachers can be assessed to determine the strengths and weaknesses of their TPACK for meaningful learning with ICT in practice. This study describes the conception, validation, and implementation of a rubric for assessing ICT lesson activities with respect to the dimensions of meaningful learning with ICT. It was conducted with 55 Singaporean pre-service teachers trained to teach Chinese as a second language. The 217 lesson activities they designed during a compulsory ICT module were rated using the rubric. High ratings were obtained for the active dimension because the activities involved students using and manipulating ICT tools. However, the ratings for the other dimensions were lower because opportunities for students' personal meaning-making, exploration of real-world phenomena, collaboration through divergent knowledge construction, as well as self-diagnosis and management of learning gaps were not as well supported in these activities. The uses of this rubric for enhancing TPACK assessment, ICT course design and the development of TPACK activity types will be discussed in the paper.
Koh, J. (2013). A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6),. Australasian Society for Computers in Learning in Tertiary Education.
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Amber Yayin Wang, National Taichung University of Education, Taiwan
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1082–1087
Designed for Success: Exploring Pre-service Teachers’ Growth in TPACK after Taking a Redesigned Blended Technology Integration Course
Yi Jin, Alicia Jenner, Ozlem Karakaya, Erin Kramer & Denise Schmidt-Crawford, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3272–3275
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.