Evaluating a Program of Teacher Training in Educational Technology and STEM Using Two Measures of TPACK

ID: 48079 Type: Full Paper - Book (submit final version now)
  1. Stephen Adams and Elaine Bernal, California State University, Long Beach, United States

Thursday, March 24 4:45 PM-5:15 PM Location: Regency E View on map

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Abstract: We evaluated a course for training teachers to use educational technologies in science, technology, engineering, and mathematics (STEM) using multiple methods including a Graphical Analysis of TPACK Instrument (GATI) that was given at the end of the course. Other data sources included a TPACK survey given at the beginning and end of the course. The teacher training model includes a 3-unit summer university course with a field experience project at a youth organization. Teachers worked in teams of four to six to plan a set of four 2-hour workshops for the youth. 24 teachers completed the course, 13 agreed to participate in the study, 12 provided complete surveys, and 11 provided GATI diagrams. There were statistically significant increases in the mean scores in three TPACK subscales: TCK, TPK and TPACK. The GATI analysis extended the survey analysis and corroborated it in that mean increases in TPACK subscale scores were higher when GATI diagrams showed increased knowledge.

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