Five-stage TPACK development trajectory from recognizing to advancing¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Niess, Sadri and Lee (2007), building on Rogers' innovation-decision process, describe TPACK development as five stages: recognizing (knowledge), accepting (persuasion), adapting (decision), exploring (implementation), and advancing (confirmation). The article uses these stages to characterize where teachers are in transforming their TPACK, illustrated with contrasting spreadsheet cases (Mr. D at recognizing, Mrs. A at exploring). The stages were "proposed as an iterative process in the development of TPACK rather than a strictly linear process."

Design Implications¶

Context¶

Requirements¶

• Teachers need to explore different topics with each new technology, considering its applicability for supporting learning mathematics with that technology

Constraints¶

• The stages are iterative, not strictly linear; learning about one technology may provide disposition toward accepting another

Target Learners¶

• in-service mathematics teachers

Target Learning Objectives¶

• transforming TPACK for teaching mathematics with technologies

Claims¶

• In-service mathematics teachers in the online TPACK program shifted from teacher-centered to valuing student-centered instructional strategies for teaching with technologies [+W]

Related Theories¶

• Tpack Framework Intersecting Domains Niess Roschelle
• The five-stage teacher technology adoption process: Entry, Adoption, Adaptation, Appropriation, Invention
• Levels of Use of the Innovation: an eight-level behavioral framework for individual innovation implementation
• Concerns-Based Adoption Model: change is a process with diagnosable dimensions
• Align technology use with specific learning goals rather than adopting technology for its own sake

Examples¶

• Four-course online TPACK professional development program (SED 520, 521, 522, 594)
• Online knowledge-building trajectory built on two tools and two processes

Key Sources¶

• Niess, M. L., & Roschelle, J. (2018). Transforming Teachers' Knowledge for Teaching Mathematics with Technologies through Online Knowledge-Building Communities. Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Greenville, SC. https://www.pmena.org/proceedings/