Impact of experience and science expertise on TPCK
1. Developing TPCK:Developing TPCK:
Impact of experienceImpact of experience
and science expertiseand science expertise
Diane Jass Ketelhut
Temple University
djk@temple.edu
4. 4/14/09 AERA 2009: Diane Jass Ketelhut
Strong Science BackgroundStrong Science Background
Something like this should be
used in classroom
“interactive technology is a great
way to use visual and auditory
learning styles to reach students
with different learning abilities.”
“using interactive technologies is
essential in these times.”
5. 4/14/09 AERA 2009: Diane Jass Ketelhut
Weak science backgroundWeak science background
See no value for it
“I don't think that I will do all
that much with technology
when I get into my
classroom ... If we can
provide entertainment
without the computer how
cool are we?”
6. •80% of K-8
teachers do not
teach with inquiry
•Pressures of high
stakes testing
•Few experiences
7. 4/14/09 AERA 2009: Diane Jass Ketelhut
Teaching ExperienceTeaching Experience
Something like this should
be used in classroom
“We are currently living in an age
where video games, ipods,
laptops and cell phones rule. In
order to compete schools must
find ways to engage and maintain
our students' attention. We have
to incorporate more computer
based research and activities into
our lessons.”
8. 4/14/09 AERA 2009: Diane Jass Ketelhut
Beyond Value…Beyond Value…
But:
“I am a teacher who has two
computers at home, I occasionally
use my daughter's ipod, I play
video games with my son and who
doesn't have a cell phone. I have
all of these devices at the tip of
my hand and yet I rarely
use technology in my classroom.”
9. •How to achieve
TPCK with
deficient PK and
CK?
•Science
instruction must
be integrated with
technology
Summer
Institute 2008
10. 4/14/09 AERA 2009: Diane Jass Ketelhut
Summer Institute 2008Summer Institute 2008
Exercise physiology in am
Pedagogy and technology in
afternoon
preK-8 teachers
11. 4/14/09 AERA 2009: Diane Jass Ketelhut
Evidence-Team 1Evidence-Team 1
Low on content and technology
Struggled to understand
12. 4/14/09 AERA 2009: Diane Jass Ketelhut
Evidence Team 2 and 3Evidence Team 2 and 3
AnaerobicAerobic
Stronger on content
Struggled to understand how to
teach it and integrate technology
13. 4/14/09 AERA 2009: Diane Jass Ketelhut
Biggest learning momentsBiggest learning moments
12%: tpck “how to use
technology meaningfully”
25%: pck—real world
connections
25%: content
14. 4/14/09 AERA 2009: Diane Jass Ketelhut
“It is simply my unwillingness to think out of the
box when it comes to technology. I'll try the
latest teaching strategy or do something out of
the norm that my colleagues won't do and yet I
refuse to give technology a try. Here I go with
the excuses: lack of working computers, time,
the curriculum, standardized testing, students'
behavior, school walkthroughs, etc, etc, etc. In
spite of these I know I have to do better by my
students. Hopefully, this summer I'll be able to
create some lessons and reformat activities that
will incorporate more interactive technology.
Sadly, this statement sounds familiar. Oh yeah,
I think I said it last spring......”
15. 4/14/09 AERA 2009: Diane Jass Ketelhut
ThanksThanks
This material is partially based upon
work supported by the National
Science Foundation under Grant No.
ESI-0639646. Any opinions, findings,
and conclusions or recommendations
expressed in this material are those of
the author and do not necessarily
reflect the views of the National
Science Foundation.
Catherine Schifter, Susan Varnum,
Judith Stull
