A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course

• Published in: Educational technology research and development Vol. 65; no. 6; pp. 1627 - 1654
• Main Authors: Lee, Chia-Jung, Kim, ChanMin
• Format: Journal Article
• Language: English
• Published: New York Springer Science+Business Media LLC 01.12.2017; Springer US; Springer; Springer Nature B.V
• Subjects: Analysis; Case studies; Coaching (Performance); Data Analysis; DEVELOPMENT ARTICLE; Education; Educational Practices; Educational Strategies; Educational Technology; Equipment and supplies; Influence of Technology; Instructional Design; Knowledge; Learner Engagement; Learning and Instruction; Learning Processes; Literature Reviews; Observation; Pedagogical Content Knowledge; Pedagogy; Preservice Teacher Education; Preservice Teachers; Prior Learning; Program Implementation; Role Playing; Student Centered Curriculum; Student Developed Materials; Student Participation; Teachers; Teaching; Teaching Experience; Teaching Methods; Technological Literacy; Technology; Technology Integration; Training; Undergraduate Students; Worksheets; Distinctive view of TPACK; Transformative view of TPACK; Integrative view of TPACK; Role-playing; Teachers as designers; Instructional design model
• ISSN: 1042-1629; 1556-6501
• DOI: 10.1007/s11423-017-9544-z

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and teachers as designers were developed based on the three views and integrated into the third version of the model. The model was then applied in a teacher education undergraduate course on technology integration. A case study approach was used. Data were collected from the participants' discussion worksheets, lesson designs, and the researchers' field observation notes. Data analysis results suggest that the strategies integrated into the model helped the participants deepen their understanding of student-centered technology applications and practice TPACK. Findings, implications, and future research possibilities are discussed.