Preparing pre-service teachers for the integration of mobile apps into STEM teaching practices.
TPACK
Khitam Shraim Palestine Technical University
PTUK
First technical governmental university, established in 2007. 5 Collages : Engineering, Agriculture, Business, Science &Art 17 BA/BSc , 11 diploma & 1 master programs. 9000 Students 400 Teaching Staff
• Two-year diploma program
for initial teaching licensure .
• 9 education courses: educational psychology, measurement & assessment educational technology,
teaching methods, field placements….
Teacher Training Program @ PTUK
but are they ready to integrate emerging
technologies such as mobile apps effectively in their teaching practices?!
So, what knowledge they need to become a Digital Teacher; to design and develop digital learning experiences that meet the needs of technology-savvy learners.
https://kirstynwright17754103.wordpress.com/
Teacher Knowledge
Technology, Pedagogy, and Content Knowledge
Content Pedagogy
TPACK
Technology
CONTEXTS mLearning Environment
Research Question
How does the TPACK framework support pre-service teachers’ understandings of their professional needs to integrate meaningful mobile apps in STEM lessons
Section 2
Section 3
Section 4
Section 1
Section 5
Course Title |This is the slide title
3-day workshop Orientation: functionality and affordance
of mobile devices in T & L. components of the TPACK
Padagogy Wheel: several apps were downloaded
& used for training BYOD model: 4 groups: Physics, Chemistry,
Math& IT.
Phase 1
Pre-service Teacher Preparation
Phase 2
Phase 3
Phase 4
Phase 5
Section 2
Section 3
Section 4
Section 1
Section 5
Course Title |This is the slide title
3-day workshop : Padagogy Wheel Phase 1
Pre-service Teacher Preparation
Phase 2
Phase 3
Phase 4
Phase 5
Section 2
Section 3
Section 4
Section 1
Section 5
Course Title |This is the slide title
3-day workshop: BYOD model Phase 1
Pre-service Teacher Preparation
Phase 2
Phase 3
Phase 4
Phase 5
Section 2
Section 3
Section 4
Section 1
Section 5
Course Title |This is the slide title
Develop 4 lesson plans.
Group Activity Specific Apps
General app
Physics light spectrum , Grade 8 Inquiry Activity
Chemistry Building Atoms, Ions, Grade 9
Math
Solve a equation . Grade 9
IT Developing website Grade 10
Phase 2
Phase 1
Phase 3
Phase 4
Phase 5
Pre-service Teacher Preparation
Participants were given two weeks to explore the affordance of their mobile devices and to develop their own lesson plans.
Section 2
Section 3
Section 4
Section 1
Section 5
Course Title |This is the slide title
Presentation & Reflection – 2 days • Presenting lessons explain in what ways,
when, and how they could use mobile apps in their lesson plans.
• collecting participants' reflections upon experiences when integrating mobile apps in their lesson plans.(2 hours/day)
Phase 3
Phase 1
Phase 2
Phase 4
Phase 5
Pre-service Teacher Preparation
Section 2
Section 3
Section 4
Section 1
Section 5
Course Title |This is the slide title
Semi-structured interviews
• collecting participants’ perception of the usefulness and challenges in using TPACK.
• needs for their professional development in developing mobile technology-enhanced learning environments.
Phase 4
Phase 1
Phase 2
Phase 3
Phase 5
Pre-service Teacher Preparation
Section 2
Section 3
Section 4
Section 1
Section 5
Course Title |This is the slide title
Field placement
Full time teaching experience. Emergency situation & Teachers
strike ?!!!!!!!!!!
Phase 5
Phase 1
Phase 2
Phase 3
Phase 4
Pre-service Teacher Preparation
Section 2
Section 3
Section 4
Section 1
Section 5
Course Title |This is the slide title
Table : Data Analysis - Coding Major categories Associated concepts Technological Content Knowledge
1. using mobile apps to access and explore STEM content. 2. using mobile apps for networking with other colleagues and professional associations to share STEM content. 3. using generic apps to support teaching STEM subjects such as Calculator, Polleverywhere, VoiceThread, iSpreadsheet, ASAN,
Dropbox, Safari, Google Drive, Showbie, QR . 4. exploring and identifying appropriate STEM-specific apps (Sketchpad, Wolframalpha, GeoGebra, Cabri, KhanAcademy,
illuminations, Manipulatives) that align with learning outcomes. 5. using mobile apps to construct multimedia objects embedding pictures and animations. 6. using mobile apps for visualizing processes and manipulating variables with STEM content.
Technological Pedagogical Knowledge
1. understanding the pedagogical affordances of mobile apps for teaching STEM subjects. 2. choosing and adapting the appropriate mobile apps to different teaching activities. 3. integrating mobile apps into effective instructional strategies( e.g. drill and practice, tutorial, simulation, game, problem solving,
inquiry-based learning ) . 4. integrating mobile apps for alternative assessment practices. 5. using mobile apps to engage students in collaborative learning. 6. using mobile apps to increase students motivation to explain their solutions and interpret the reasoning to solve the problems.
Technology Pedagogy and Content Knowledge
1. selecting mobile apps that appropriately enhance what STEM concepts is taught, how it is taught and what students learn. 2. providing leadership in helping others to use mobile apps and STEM practices. 3. collaborating with others in ongoing professional activities; evaluating and reflecting on the effectiveness of existing and emerging
STEM apps to enhance the STEM learning activities (communication, collaboration, social-based, real life, assessment, animation, visualization, games,....
4. integrating different STEM activities with scientists, technologists, and engineers in solving problems and finding solutions. 5. using mobile STEM for both enhancing STEM learning (behaviorist) and transforming learning (social constructivist , inquiry-
based learning and problem-based learning). 6. exploring multiple representations of the problem (graphs, tables, diagram, and equation) to visualize the relationships and
develop model to explain the meaning of the solutions. 7. using mobile STEM to develop varied formative and summative assessments aligned with learning outcome. 8. using mobile apps to personalize learning activities and differentiate lessons to address students’ diverse learning styles. 9. using mobile apps to explore real-world issues and solving authentic problems. 10. using mobile apps to promote student reflection to clarify students’ conceptual understanding and thinking.
Challenges 1. Technical problems: cross-platform compatibility, G3, G4, G5 …. 2. Language, formative assessment 3. Cost: mobile platforms are constantly changing , the free version basics 4. Guidance in selecting apps
Finding TPACK framework helps pre-service teachers to: • understand their professional needs to integrate mobile apps in STEM lessons. (Assessment)
• enable teachers to communicate more effectively with others. (Collaboration)
• to know when mobile apps are suitable for integration into specific activities, and which content is most effectively presented to learners. (TCK, TPK & TPACK)
• Technology, Pedagogy and Content are always context-dependent. (Unique & Complex Process)
• They needs: time to build confidence & opportunities to see good teaching modeled.