Using Mobile Technologies to Co-Construct TPACK in Teacher Education

Using Mobile Technologies to Co-Construct TPACK in Teacher Education

Cornelis de Groot, Jay Fogleman, Diane Kern
DOI: 10.4018/978-1-4666-6284-1.ch011
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How student teachers might benefit from using their mobile technologies during teaching experiences is a timely question for teacher educators. This chapter describes efforts to use the TPACK framework (Mishra & Koehler, 2006) to investigate how students use iPad computers during their student teaching and design appropriate supports. A design-based approach (Sandoval & Bell, 2004) was used over two years with two cohorts of student teachers (N=60). Descriptions of the use of the TPACK framework in this endeavor and findings from surveys and field notes about how and to what degree mobile technology can facilitate activities and interactions in planning, teaching, reflecting, and sharing are included. The case is made for co-learning and co-constructing by student teachers and teacher educators of the various TPACK domains of teacher knowledge in the context of mobile technology. Implications for developing supportive learning environments for 21st century student teachers are also discussed.
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Teaching is a challenging profession. Shulman (1986) explained that teachers must address a multitude of student needs almost simultaneously, and to do this they must bring to bear several different types of knowledge. Furthermore, they must be able to anticipate the effects of their actions ahead of time and make quick adjustments in the act of teaching (Dolk, 1997). This requires teachers to have strong capacity for reflecting on action and in action. We are interested in establishing skilled planning as well as reflecting on action and moving this toward reflecting in action. Labaree (2004), explained that there are four main reasons why “teaching is an enormously difficult job that looks easy”:

  • 1.

    Aim of teaching is to change the behavior of the client. Thus, the success of teaching depends on the willingness of the client to cooperate.

  • 2.

    Client is brought into the relationship under compulsion. A major job for the teacher is to manage the emotions that are inherent to this relationship.

  • 3.

    Teachers must carry out their practice (of convincing the client to cooperate) in conditions of structural isolation.

  • 4.

    Teachers must live with chronic uncertainty about the effectiveness of their efforts to teach.

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