Khitam Shraim Palestine Technical University TPACK Preparing pre-service teachers for the integration of mobile apps into STEM teaching practices.
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
PTUK s Campus
Teacher Training Program @ PTUK Two-year diploma program for initial teaching licensure. 9 education courses: educational psychology, measurement & assessment educational technology, teaching methods, field placements. 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 TPACK Content Pedagogy CONTEXTS mlearning Environment Technology, Pedagogy, and Content Knowledge
Research Question How does the TPACK framework support pre-service teachers understandings of their professional needs to integrate meaningful mobile apps in STEM lessons
Course Pre-service Teacher Title Preparation This is the slide title Section Phase 1 1 Section Phase 2 Section Phase 3 Section Phase 4 Section Phase 5 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.
Course Pre-service Teacher Title Preparation This is the slide title Section Phase 1 1 3-day workshop : Padagogy Wheel Section Phase 2 Section Phase 3 Section Phase 4 Section Phase 5
Course Pre-service Teacher Title Preparation This is the slide title Section Phase 1 1 3-day workshop: BYOD model Section Phase 2 Section Phase 3 Section Phase 4 Section Phase 5
Course Pre-service Teacher Title Preparation This is the slide title Section Phase 1 Section Phase 2 2 Section Phase 3 Section Phase 4 Section Phase 5 Develop 4 lesson plans. Participants were given two weeks to explore the affordance of their mobile devices and to develop their own lesson plans. Group Activity Specific Apps Physics Chemistry light spectrum, Grade 8 Inquiry Activity Building Atoms, Ions, Grade 9 Math Solve a equation. Grade 9 General app IT Developing website Grade 10
Course Pre-service Teacher Title Preparation This is the slide title Section Phase 1 Section Phase 2 Section Phase 3 3 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) Section Phase 4 Section Phase 5
Course Pre-service Teacher Title Preparation This is the slide title Section Phase 1 Section Phase 2 Section Phase 3 Section Phase 4 4 Section Phase 5 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.
Course Pre-service Teacher Title Preparation This is the slide title Section Phase 1 Section Phase 2 Section Phase 3 Field placement Full time teaching experience. Emergency situation & Teachers strike?!!!!!!!!!! Section Phase 4 Section Phase 5 5
Table : Data Analysis - Coding Course Associated Title concepts This is the slide title Major categories Technological Content Knowledge Section 1 Technological Pedagogical Knowledge Section 2 Section 3 Technology Pedagogy and Content Knowledge Section 4 Section 5 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. 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. 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, inquirybased 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.
Thank You! Khitam Shraim Plaetine Technical University Kadoorie (PTUK) k.shraim@ptuk.edu.ps