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On Learning to Subvert Signs: Literacy, Technology and the TPACK Framework
Abstract
This paper discusses new literacy practices that can be enabled through the creative repurposing of digital technologies. We frame the discussion within the Technological Pedagogical Content Knowledge (TPACK) framework. TPACK is a form of knowledge that teachers need to have in order to successfully integrate technology in their teaching. TPACK argues for the idea of teachers as designers of curriculum, who repurpose existing technical tools for pedagogical purposes. Finally we offer a set of implications of this approach for teacher preparation programs.
... This framework provides insight into teacher knowledge in integrating technology effectively in learning (Graham, 2011;Kereluik et al., 2010;Polly & Brantley-dias, 2009). The application of TPACK requires a good understanding of technology by redesigning it to suit the specifics of the content and pedagogic of the subject (Kereluik et al., 2010). ...
... This framework provides insight into teacher knowledge in integrating technology effectively in learning (Graham, 2011;Kereluik et al., 2010;Polly & Brantley-dias, 2009). The application of TPACK requires a good understanding of technology by redesigning it to suit the specifics of the content and pedagogic of the subject (Kereluik et al., 2010). For this reason, a deep understanding is needed in preparing qualified teacher candidates and understanding this TPACK. ...
The low knowledge of TPACK among senior semester students is the main reason for conducting this research. Whereas this knowledge supports them to become a teacher. When the profile is known, the researcher as well as the study program lecturer can prepare and improve the student’s TPACK. This research is descriptive research with a quantitative approach. The purpose of this study was to analyze the TPACK profile of prospective chemistry teacher in the microteaching class. The research subjects were students of the chemistry education study program, University of Bengkulu who took the course. The instrument used is the TPACK questionnaire. This TPACK questionnaire consists of aspects of TK, PK, CK, TPK, TCK, PCK, and TPACK. This questionnaire uses a Likert scale. The results of the study were then categorized into 5 categories in each aspect. This category is useful for grouping students. The results of this study stated that students of the chemistry education study program who took microteaching courses knew this TPACK in the good category. Almost all aspects have an average score in the good category, only 1 aspect has a sufficient average score.
... TPK is the knowledge of applying emerging technologies in pedagogy of all subject domains rather than being restrictively aimed at specific content knowledge (Saudelli & Ciampa, 2016). In this respect, TPK explains the unique pedagogical approaches developed by the teachers according to the different dynamics of the teaching environment and the degree of intelligibility of the subject (Kereluik, Mishra, & Koehler, 2011;Koehler & Mishra, 2009). TPACK-core is the knowledge of applying emerging technologies to support specific pedagogical strategies or goals in the classroom as well as to enhance students' learning in specific subject-matter knowledge (Saudelli & Ciampa, 2016). ...
... TPACK framework is vital for creating and maintaining effective and innovative classroom environments through recommending the integration of technology, pedagogy, and content knowledge (Sen, 2020). For quality teaching, teachers need to develop themselves about the complex interactions between technology, pedagogy, and content knowledge (Alemdag, Cevikbas, & Baran, 2020;Kereluik et al., 2011). ...
The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretical perspective of showing whether a teacher can effectively design and conduct technology-enhanced instruction. In addition, social cognitive variables like self-efficacy, outcome expectations, interest and intentions play a vital role in whether teachers choose to integrate technology into their instructional practices. Therefore, this study aimed to investigate the relationships between TPACK dimensions and these social cognitive variables to understand teachers’ behaviors in technology integration. For this purpose, a hypothetical model was designed and tested through structural equation modeling to investigate the relationships among these variables. The research sample consisted of 850 teachers from Turkey. The study findings demonstrate that especially teachers' technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK-core (different interactions of CK and PK with TK) together with their self-efficacy, outcome expectations, and interest have impacts on their intentions to use educational technologies. In this context, teachers with a high level of technological pedagogical content knowledge are more interested in educational technologies, their expectations regarding the outcomes of using instructional technologies increase and they develop behavioral intentions of using educational technologies; as a result, they see/evaluate themselves as more qualified in technology integration. Consequently, the study results are expected to contribute to a better understanding of teachers' behaviors and beliefs toward technology integration in education.
... For example, in research done in the United Arab Emirates on teachers' perspectives of technology in language instruction, Ismail and Almekhlafi (2010) found that teaching languages are challenging because of teachers' lack of time to prepare and use technology. Similarly, Kereluik et al. (2011) reported that integrating technology into their classrooms needed significantly more time and effort than conventional classes that do not incorporate technology. Therefore, teachers must learn how to successfully utilise the technology to maximise its benefits in an educational context. ...
This study explored the use of the green screen in teaching and learning in a primary school. Despite the rising research on green screens in education, limited studies have focused on teachers' perceptions. This study focused on understanding English teachers' perceptions of green screens in teaching English. It drew on a qualitative approach to explore how and why English teachers used green screens in their teaching, the challenges teachers faced while using the green screen, and how their use of green screens impacted their professional development. Participants included five English teachers in a primary school in Malaysia. Data were collected from classroom observations and Stimulated Recall Interviews (SRI). The findings showed that most teachers used green screens to make video content for English lessons. Additionally, the green screen was an effective tool, facilitating teaching and enhancing students' learning. However, the data suggested that using green screens presented challenges, for example, time-consuming, technical issues, cost, inadequate equipment and lack of training. The findings also demonstrated that teachers' professional development was positively and negatively impacted when employing green screens in teaching. Based on these results, it can be concluded that it is important to highlight English teachers’ perceptions to examine the effectiveness of green screen technology in teaching English.
... The pandemic has accelerated technology adoption by several years across industries, including education (McKinsey, 2020; World Economic Forum, 2020). More than a decade ago, Kereluik et al. (2011) argue that teachers need to be able to "experiment and play" with technology to understand the affordances to enable "subverting" technology for pedagogical purposes. The ability to subvert technology to enhance teaching and learning has become even more critical. ...
This qualitative collective case study presents perspectives of experienced lecturers at one Singapore polytechnic, adopting and adapting pre-COVID institution-wide blended learning (BL) initiatives to online (OL) Emergency Response Teaching
(ERT). Grounded theory techniques applied to pre and post-COVID interview data and verification, curricular materials and innovations from twenty three participants across thirteen national skills domain areas produced five distinct BL models and a range of strategies. Findings reflect the new normal in post-pandemic education, identifying implications for policy and practice on reculturing institutions, transforming curricula, reshaping pedagogical practices, redefining "work", industry partnerships and reviewing provisions for technology and professional development.
... The mushrooming of free and portable video editing apps enables anyone to edit, sub, and dub any video. This rapid technological advancement and higher degree of accessibility leads to the act of technology repurposing and subverting, where technology is modified as such to meet the need of the modifiers (Kereluik et al., 2011;Mäyrä, 2012;Tillander, 2011). In the context of subtitling, the repurposing and subverting circumnavigates around cybersubtitling, where subtitling practices make use of cyberspace in their creation and dissemination (Diaz-Cintas, 2018). ...
Pseudotranslation, as laid out by Toury, concerns on whether a text is an authentic work or a translated work. I argue that this concept of fake translation needs to be expanded due to the various use of fake translation for various purposes. Employing Toury's pseudotranslation, Reiss and Vermeer's skopos theory, and Johnson-laird and Oatley's propositional and non-propositional signals, I argue that another type of fake translation is existent. I call this type of fake translation quasi-translation. The difference a quasi-translation has from pseudotranslation lies on the presence of non-propositional signals and indirect mediation in metacommunication context. Through the former, an immediate recognition that a translated text is not a translation is captured. Through the latter, the 'translation' has a narrative function to connect the characters and the viewers in a narrative flow. Typologically quasi-translation emphasizes on memetic and diegetic purposes. The former refers to employing fake translation in Internet meme context and the latter to ensuring the narrative flow of a story. On the other hand, pseudotranslation emphasizes on revealing the authenticity and the translation status of a work through tracing.
... For instance, studies have shown that the mere presence of technology in the classroom does not guarantee its effective integration into the teaching and learning process, but rather, dependent on teachers' ability to repurpose the available tool to meet the needs of the learners (Kereluik et al., 2011;Mishra & Koehler, 2006). For effective technology integration, teachers are expected to possess technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge (Mishra & Koehler, 2006). ...
In Ghana, the integration of technology into the teaching and learning process seems to be making strides in tertiary education. However, the case is not the same in Senior High Schools. This study, therefore, sought to assess Senior High School Geography teachers' knowledge in integrating technology into their classroom adapting the Technological Pedagogical Content Knowledge (TPACK) model as a framework for analysis. The study adopted the descriptive survey design to provide a comprehensive analysis of the research problem. Through a survey, a total of 113 geography teachers participated in the study, responding to a TPACK survey questionnaire. The data were analysed using mean and standard deviation. The findings of the study showed that teachers possessed a high level of content and pedagogical knowledge in geography. The analysis, however, showed that teachers were not as confident as they were in content and pedagogy compared to technological knowledge and its subsequent integration into the teaching and learning of geography. It was, therefore, recommended among others that courses at the higher education level should integrate Information and Communication Technologies (ICTs) into teaching and learning to help student-teachers appreciate the place of specific technologies, hardware and software in the teaching and learning of their respective disciplines.
Teachers as educators should have adequate competency in using a variety of media and knowledge to deliver the information to their students in order to use information and communication technologies (ICT) effectively. This study explores teachers’ competencies of ICT in their teaching and students’ attitudes toward ICT in learning English. Three English teachers and their 90 students of eleven graders at one secondary school in one district in East Kalimantan participated in this study. The data were gathered from semistructured interviews, observations, and questionnaires. Using a qualitative approach design concerning phenomenological perspective, the content analysis results have revealed that approximately 70% of the students had a positive attitude toward ICT, while the teachers’ competencies were varied from mostly incorporating all the ICT tools to rarely using them in their classroom. The results suggest that English teachers need to have more professional development programs related to ICT in order to understand and be able to operate the ICT media and tools to teach English. EFL students should aware of their attitude toward ICT in this modern era and firmly use the advancement of ICT for educational purposes.
This study determined the level of teachers’ readiness in technology, content, pedagogy, and knowledge using the TPACK framework. This study employed the quantitative approach using the standard questionnaire developed by Koehler & Mishra (2008). The participants were the 67 teachers of St. Paul University Surigao Basic Education Department employed during academic year 2018-2019. In analyzing the data, the Chi-Square Statistics (X2) was used to determine the significant association of TPCK and profile variables. Results showed that there is a significant association between content knowledge and area of specialization. Significant association was also drawn between content knowledge and academic units. The action plan program by the researcher in this study can be utilized in future training on the formulation of content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.
This study focused on the assessment of higher education teachers' knowledge about the latest concept of techno-integrated teaching i.e. technological, pedagogical and content knowledge (TPACK). Further the teachers' techno-integrated teaching knowledge was compared in relation to the demographic variables-gender, locale, teaching experience, teaching subject, teacher's educational qualification/s and teaching status. Descriptive-survey research design was used by the researcher. The study was conducted in govermenant degree colleges of Jammu And Kashmir State. A total sample of three hundred twenty (n=320) teachers from ten randomly selected colleges were included as a sample for conducting the survey. TPACK scale developed by Hemant Lata Sharma and Leena Sharma (2017) was used for data collection purpose. Data analysis was carried out through SPSS 21.0 software by employing the statistical tests of mean, SD, t-test and ANNOVA. The findings of the study showed that teachers overall TPACK techno-integrated teaching knowledge was on average level. The results showed that no difference exists in the teachers TPACK knowledge in relation to the demographic variables mentioned.
This paper describes a teacher knowledge framework for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's (1986, 1987) construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill-structured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail as a complex interaction among three bodies of knowledge: content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.
This paper examines the characteristics of the thinking skill we call "melioration" i.e., the competence to borrow a concept from a field of knowledge supposedly far removed from his or her domain, and adapt it to a pressing challenge in an area of personal knowledge or interest. The skill has its source in consdous personal meaning-making, not in the process of deduction. In the unplanned operation of connection and assodation, one creates a new concept generating a new insight into a phenomenon, which hitherto had not been described in such a way. This paper relates melioration to existing theories of intelligence, taking the position that human cognitive/intellectual functioning is in part the ability to learn or think in the framework of familiar systemic concepts, and in part the ability to learn or think with new systemic concepts that are then available for future application.
In this article we examine the need for fostering transformative learning, emphasizing the roles that trans-disciplinary thinking and recent technologies can play in creating the transformative teaching and learning of the 21 st century. We introduce the Technological, Pedagogical Content Knowledge (TPACK) framework as a starting point for discussing the special kinds of knowledge, skills, and understanding that teachers require in order to become effective classroom mediators of transformative learning experiences. Within this framework, we propose seven cognitive tools needed for success in the new millennium, and describe how teachers can repurpose digital technologies to use these cognitive tools. We explore the implications of these issues for research and practice.
Expands on constructivist theories that were discussed in an earlier issue. Highlights include cognitive flexible theory; multiple knowledge representations; prespecification of knowledge; teaching content versus skill; and cognitive flexibility hypertexts (CFHs), including the kinds of knowledge domains for which they should be used and the learning objectives they are intended to foster. (11 references) (LRW)
Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated.
This article was selected for the November 1986 special issue on "Teachers, Teaching, and Teacher Education," but appears here because of the exigencies of publishing.