Netherlands case: design-based TPACK interventions improved student teachers' TPACK and were sustained, but scaling was delayed by leadership decision structures¶

Claim · All claims
Evidence · 1 study (2 entries) · design r3 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Design-based research interventions in an English literature course and a graduate technology integration course improved student teachers' TPACK and pedagogical reasoning, though will to use technology depended on beliefs about education. → Howard 2021 q2 i? Scaling of the sustained practices was delayed because unclear decision structures prevented leadership from reaching a final decision, and budget cuts led to the plan being dropped. → Howard 2021 (2)

Evidence¶

Howard 2021¶

Howard, S. K., Schrum, L., Voogt, J., & Sligte, H. (2021). Designing research to inform sustainability and scalability of digital technology innovations. Educational Technology Research and Development, 69(4). https://doi.org/10.1007/s11423-020-09913-y

q2 · i? · design · r3

Case study of two interventions in a Dutch Teacher Education College, designed and investigated through iterative design-based research from 2016 to 2019. The multimedia-production task was retained in the course, making it a sustainable practice.

"Research results showed that student teachers' TPACK improved, as did their pedagogical reasoning. However, the will to use technology and pedagogical reasoning about technology depended on beliefs about education (Smits et al. 2019a)."

Howard 2021 (2)¶

Howard, S. K., Schrum, L., Voogt, J., & Sligte, H. (2021). Designing research to inform sustainability and scalability of digital technology innovations. Educational Technology Research and Development, 69(4). https://doi.org/10.1007/s11423-020-09913-y

q2 · i? · qualitative · r2

Case description of the 2019 scaling plan to support technology use across discipline-based teams of teacher educators; despite positive reception the plan was not implemented until COVID-19 closures changed the situation.

"Unclear decision structures in the College resulted in leadership not arriving at a final decision about the plan. When the College was faced with extra budget cuts the plan was then easily dropped, as primary tasks were prioritized."

Discussion¶

Related Claims¶

• Australian case: classroom observation data collection was sustainable and scalable, but resulting changes in teachers' technology integration were not scaled — related
• Lesson-plan quality grows steadily across three iterative design rounds, but no product reaches the excellent grade — related
• TPACK, while more comprehensive than SAMR, keeps focus on subject learning-related outcomes and is limited for broader teacher digital competence — related
• A 13-week TPACK-based course significantly improves pre-service preschool teachers' instructional design competence compared with traditional instruction — related
• Purposeful research design can inform sustainability and scalability, but must be balanced with leadership and professional learning — related
• Sustainability is a dimension and requirement of scalability — related
• A range of collaborative design activities, guided by instructional design models such as TPACK, are necessary to train preservice teachers to create technology-rich lesson plans — related