Preparing pre-service teachers for the integration of mobile apps into STEM teaching practices.

TPACK

Khitam Shraim Palestine Technical University

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

• Two-year diploma program

for initial teaching licensure .

• 9 education courses: educational psychology, measurement & assessment educational technology,

teaching methods, field placements….

Teacher Training Program @ PTUK

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, Pedagogy, and Content Knowledge

Content Pedagogy

TPACK

Technology

CONTEXTS mLearning Environment

Research Question

How does the TPACK framework support pre-service teachers’ understandings of their professional needs to integrate meaningful mobile apps in STEM lessons

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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.

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Pre-service Teacher Preparation

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3-day workshop : Padagogy Wheel Phase 1

Pre-service Teacher Preparation

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3-day workshop: BYOD model Phase 1

Pre-service Teacher Preparation

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Develop 4 lesson plans.

Group Activity Specific Apps

General app

Physics light spectrum , Grade 8 Inquiry Activity

Chemistry Building Atoms, Ions, Grade 9

Math

Solve a equation . Grade 9

IT Developing website Grade 10

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Pre-service Teacher Preparation

Participants were given two weeks to explore the affordance of their mobile devices and to develop their own lesson plans.

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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)

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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.

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Field placement

Full time teaching experience. Emergency situation & Teachers

strike ?!!!!!!!!!!

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Table : Data Analysis - Coding Major categories Associated concepts Technological Content Knowledge

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.

Technological Pedagogical Knowledge

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.

Technology Pedagogy and Content Knowledge

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 , inquiry-

based 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