TPACK design scaffolds for supporting teacher pedagogical change

• Published in: Educational technology research and development 2019-06, Vol.67 (3), p.577-595
• Main Author: Koh, Joyce Hwee Ling
• Format: Article
• Language: English
• Subjects: Design; Education; Educational Change; Educational Practices; Educational Technology; Faculty Development; Feedback (Response); Graduate Students; Guidelines; Instructional Design; Knowledge; Learning; Learning and Instruction; Lesson Plans; Pedagogical Content Knowledge; Pedagogy; Professional development; RESEARCH ARTICLE; Scaffolding (Teaching Technique); Self Efficacy; Student Centered Learning; Teacher Attitudes; Teacher Surveys; Teachers; Technological Literacy; Technology Integration
• ISSN: 1042-1629; 1556-6501
• DOI: 10.1007/s11423-018-9627-5

Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional development for technological pedagogical content knowledge (TPACK). This study describes how teachers' conceptions of pedagogical change can be supported through the use of different kinds of TPACK design scaffolds—a meaningful learning rubric, lesson design heuristics and TPACK Activity Types. The impact of these design scaffolds on the TPACK confidence and lesson design confidence of 47 teachers and instructors who were attending a graduate course in educational technology were assessed through pre and post course surveys. Expert ratings of technology-integrated lesson plans designed at the beginning and end of the course were also used to determine the extent of pedagogical change enacted. It was found that these design scaffolds had positive effects on teachers' TPACK confidence and were useful for helping the teachers to articulate pedagogical change in their lesson designs. Participants' feedback for improving the TPACK design scaffolds as well as guidelines for using these to support pedagogical change through TPACK professional development programmes are discussed.