Unpacking Performance Indicators in the TPACK Levels Rubric to Examine Differences in the Levels of TPACK
Aleksandra Kaplon-Schilis, The Graduate Center, CUNY, United States ; Irina Lyublinskaya, College of Staten Island, CUNY, United States
Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper presents the case study that focuses on examining the differences between levels of Technological Pedagogical Content Knowledge (TPACK) of preservice special education elementary school teachers taking the graduate level course Integrating Technology in Mathematics and Science Instruction in Special Education and Inclusive Classrooms in a New York City public university. The purpose of this study was to analyze how to use the TPACK Levels Rubric (Lyublinskaya & Tournaki, 2012) to measure pre-service and in-service teachers’ TPACK level based on various artifacts. The case study focused on a single pre-service teacher’s lesson plan representing average TPACK level for the same population. The authors examined criteria of the TPACK Levels Rubric to understand the differences in levels of TPACK for each component of the TPACK Levels Rubric, developed examples of how the scored lesson plan would look like if it were one and two TPACK levels below or above the actual level to support the scoring procedure and to create guidelines for educators using this tool in assessing pre-service and in-service teachers’ TPACK level. The ongoing analysis of the rubric that focuses on unpacking criteria of the TPACK Levels Rubric will lead to the revision of the original rubric.
Kaplon-Schilis, A. & Lyublinskaya, I. (2018). Unpacking Performance Indicators in the TPACK Levels Rubric to Examine Differences in the Levels of TPACK. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2074-2083). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)
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