Introducing TPCK to Preservice Teachers through Digital Storytelling

Introducing TPCK to Pre-service Teachers through Digital Storytelling Dr. Ellen Maddin Northern Kentucky University

Course Content Considerations There are many factors that influence the content of educational technology courses for pre-service teachers: • Time (to cover content, pedagogy, and skills) • Students’ prior knowledge • Diversity of teaching interests • Differences in skill levels • Evolution of available tools and resources

Research Question How can an educational technology course for pre-service teachers maintain an emphasis on pedagogical understanding while addressing the skills and competencies needed to use computer tools effectively?

TPCK Framework Pedagogical Content Knowledge TPCK Technological Pedagogical Knowledge Technological Content Knowledge Technological Pedagogical Content Knowledge

What we know. . . Pre-service teachers’ attitudes toward computers influence their willingness to integrate technology into teaching and learning (Teo, 2008) Teachers must believe that technology adds value to traditional instructional strategies (Koch, Misook & Kush, 2012) Digital storytelling is highly motivating to learners in K-12 and secondary settings (Gregory & Steelman, 2008; Sadik, 2008)

What we know. . . The process of researching, planning and producing a digital story: Encourages reflection (Jenkins &Lonsdale, 2007; Genereux & Thompson, 2008; Sandars & Murray, 2009) Improves reading and writing (Gregory & Steelman, 2008; Kajder, 2004; Sylvester & Greenidge, 2010) Increases understanding of content (Sadik, 2008) Facilitates critical thinking (Borneman & Gibson, 2011) Helps learners to construct meaning (Rossiter & Garcia, 2010)

Learning by Design Approach Decrease in lecture and demonstration Increase in “learning by doing” Provision of opportunities for dialogue and interaction between participants in design teams Mishra & Koehler, 2005; Mishra & Koehler, 2006;

Procedure: Session One Digital storytelling was introduced through examples of stories created by elementary and secondary students— representing science, social studies, mathematics and English language arts Digital Storytelling Lifecycle of a Butterfly

Learning Team Questions 1. In what ways are students learning through the process of designing creating, and sharing digital stories? 2. What evidence of learning do you see in students’ finished products? 3. How might you apply this instructional approach to teaching in your grade-level/content area?

Exploring Models Students viewed stories produced by peers in the previous semester. The following questions were presented for discussion: 1. What is the purpose of the story? 2. How do images, music, narration and text contribute to the central message in the story? 3. Is the documentary an effective communication of the message? If so, what elements contribute most to its effectiveness?

Topics K-12 global learning projects Use of cell phones as instructional tools Internet safety Cyber-bullying Other topics (chosen by students) Digital footprint Sexting Use of social media to extend classroom learning

Planning Tools/Media Resources Digital Story Planning Map Digital Storytelling Rubric Media Resources Prior to the next class meeting, students researched chosen topics and prepared a digital story script. They located and saved media (photos, graphics, and music) and used the planning guide to consider purpose, audience, mood, and sequencing.

Procedure: Session Two Instructor overview of digital storytelling applications Brief demonstration of the process for importing and editing media Hands-on lab (story production)

Interim Students participated in peer review and used feedback to make revisions Open lab sessions (voluntary attendance) allowed students to work on their stories with assistance from the instructor

Procedure: Session 3 Students published their digital stories to websites Learning teams reviewed documentaries and selected one story to represent the group Team picks were featured on the “Big Screen”

Findings Purposeful use of reflection allowed students to make connections between the technology and their instructional practice. Self-assessment and peer review strengthened the quality of students’ final products. Using a digital storytelling planning map helped to emphasize the importance of well-researched content over technical mastery.

Findings Requiring students to research a topic, write the script and gather raw material (photos, videos, music) prior to beginning instruction on software tools resulted in better final products. Students needed explicit instruction on the legal use of digital media. Web publishing increased students’ investment in their finished projects and provided an opportunity for participants to contribute to the larger educational community.

Conclusions This study supports the findings of Kiraz and Ozdemar (2006), who found that perceived usefulness of a technology tool was more influential than perceived ease of use. Establishing a solid rationale for using a computer application before addressing technology skills and competencies shifts the focus from the tool to the pedagogy. Greater collaboration among faculty in theory and methods courses and educational technology courses could extend students’ understanding of TPCK.

Conclusions Initiatives such as the Partnership for 21 st Century Skills illuminate the relationship between technology tools, critical thinking, problem-solving, creativity and innovation. Further research is needed to examine the relationship between pre-service teacher preparation and technology integration in the classroom in later years.

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