127th Primary School of Acharnes, Acharnes, Greece
2 School of Primary Education, Aristotle University of Thessaloniki, Thessaloniki, Greece In the present study it was attempted to inquire science teachers’ practices after being trained by Greek B’ level professional development program concerning ICT integration. Class observations and respective interviews were used as research tools and were set in correspondence with TPACK model. Our goal is to present the outcomes of B’ level and inquire the implementation of virtual labs and applets by trained science teachers and the context where this implementation occurs. The data analysis showed that science teachers have understood the use of these tools and actually implement them while recognizing their advantages. Moreover, they prefer that this implementation takes place in inquiry based teaching, following a teaching scenario.
Keywords: Professional development, TPACK
INTRODUCTION
Contemporary professional development programs (PDP) in ICT integration focus in the pedagogical exploitation and integration of ICT in classroom teaching since several studies have shown that effective teacher preparation is an important factor for successful ICT integration in education. (e.g. Giovannini et al 2010).
In Greece, since 2006, science teachers (among other teachers) are being trained by a multi-year and nation-wide professional development program (PDP) called B’ level, concerning ICT integration in class provided by face to face or hybrid forms (B’ level, 2010, Psillos &
Paraskevas, 2017). Similarly to other PD programs (Voogt, Tilva & van den Akker, 2009, Shin et al, 2009, Hong & Stonier, 2014), the content and structure of B’ level for science teachers is based on the well known TPACK model which provides for an integrated framework of professional knowledge which teachers have or should develop for effective ICT classroom integration. According to this model the interaction of Technology, Pedagogy and Content factors is a complex process related to synthetic forms of professional knowledge. TPACK is a powerful model used not only as a heuristic for course development but also for research aiming at investigating teachers’ practices and implications of PD programs (Chai, Koh & Tsai, 2010).
Voogt, Tilya and Van den Accer (2009) in their research, intended to determine –with class observations- the extent to which trained science teachers were able to practice what they learned during their PDP about the integration of Microcomputer Based Laboratories (MBL) in inquiry based teaching. They, actually, concluded that trained teachers were able to create a classroom environment based on guided inquiry integrating MBL (ICT) which was appreciated by their students as more investigative. In another research, Shin et al (2009) aimed at examining –with class observations too- how teachers (trained by a PDP where they had to
work on a range of assignments that required them to learn and use ICT in multiple pedagogical contexts) understood and showed in practice the interaction between technology, content and pedagogy. They find out that teachers gained a deeper understanding of how technology related to other aspects of teaching and they observed changes in teachers’ knowledge, noting that this knowledge can have an effect on their practices. Similarly, Hong and Stonier (2014) in their study on whether TPACK understanding helps teachers –trained by a PDP which had as a goal to educate teachers on how to effectively integrate GIS technologies in their teaching by providing technological, pedagogical and content knowledge- integrate ICT, came to the conclusion that teachers integrated GIS in their teaching and this TPACK- based PDP was largely successful at helping them proceed.
In Greece, the content and structure of B’ level program for science teachers which is based on TPACK, include: knowledge and applications of pedagogic approaches (mainly inquiry), familiarization and use of contemporary software (such as simulations, virtual labs and web based tools) and their added value (Psillos & Paraskevas, 2014), knowledge and skills about designing activities, worksheets and teaching scenarios integrating ICT.
This research is part of a multi level research program aiming at studying secondary science teachers’ perceptions and expression in practice of their TPACK following their attention of B’ Level PDP. The present study focuses on the “face to face” form which includes 96 hours of courses (for the General Pedagogical part and for the Specialization in Teaching Science ICT part), 24 hours of preparation and reflection practice and 24 hours of actual teaching (Samanta & Psillos 2015).
In our previous studies detailed elsewhere we used large scale questionnaires and in-depth interviews (Samanta & Psillos, 2015). In the present study, we report results of classroom observations and of the respective interviews, aiming at revealing the expression of teachers’
TPACK in science teaching after attending the B level PDP.
METHOD
18 science teachers who had participated in B’ level PDP agreed to have their teaching using ICT observed. Class observations were held in different schools during one didactic hour. Class observations were carried out using a special record tool- rubric that was designed according to TPACK model and after analyzing other similar rubrics. We decided to proceed to the linking of parameters observed to TPACK model according to Joyce, Weil & Calhoun (2011).
The rubric was piloted and the feedback was taken into account. It was sent to a panel of TPACK experts (3 phd teachers and 2 school consultants) who evaluated the linking between the parameters and TPACK model. A special rubric was developed as well in order to be used during the respective semi-structured interviews. The interview questions were linked to TPACK, similarly to Jimoyiannis (2010) linking. For example, when asking if a science teacher was familiarized to virtual lab interface, the research aimed at revealing science teachers’ TK but when asking why this virtual lab was used in this context in class, the research aimed at revealing the interaction between all TPACK’s components. It is important to note that, following B’ level’s policy, the term TPACK wasn’t mentioned to the participants so as not to
cause any agitation. After the completion of the observations and the interviews, the two rubrics filled for each participant were merged into one so as to gain an overall image of every teacher’s practices. The 2 researchers discussed about the data, analyzed them and the linking between what teachers did (observation data) and what they think they did (interview data) and TPACK model emerged.
In order to better understand the research data and results, we must note that B’ level focuses on promoting ICT integration to teachers who were taught and keep teaching in traditional way, who have limited access to equipment (usually 1 pc and projector per class and occasionally laboratories) and who have to follow a very stipulated curriculum. It is important to check and discuss the outcomes of B; level professional development program in such context and under specific limitations.
RESULTS
The observation and interview results were categorized according to TPACK’s components which were merged for the sake of brevity (PK with PCK and TK with TCK).
Participants’ technological and technological content knowledge (TK & TCK)
It was observed that the majority of science teachers employed virtual labs, simulations and applets which were taught to them during B’ level and exist in national data bases. Few of them, in their interviews, mentioned that had searched the web for different applets and simulations suitable for their teaching and this was confirmed in our observation. They were familiar with virtual lab’s and simulations’ interface and certain affordances showing evidence of Technological Knowledge (TK). However, they did not fully exploit the affordances of these tools and this was confirmed in their interviews. They also admitted not being fully informed about all virtual labs potentialities and that every time they were occupied with them, they were finding new potentialities. So, they expressed the need to dedicate a lot of time, in order to get more familiarized showing evidence of evolving Technological Content Knowledge (TCK) based on B’ level instruction. A trainee noted: “I often use the virtual lab in class but for this, I spend a lot of my spare time searching for its features. I think I’m in the middle of the road and need to keep working and working…”.
Participants’ pedagogical and pedagogical content knowledge (PK & PCK)
Regarding the teaching approaches (pedagogical component- PK), almost all science teachers promoted group work to their students. We must note that teaching took place in science labs where there was only one pc and one projector. It is worth mentioning that the students participated in interactive presentations and manipulated software alternately due to equipment limitation. In their interviews, teachers expressed their preference to less traditional teaching, although they admitted keeping traditional elements. A trainee characteristically mentioned:
“It needs a lot of effort to change something so deep. I was taught traditionally and keep teaching this way but I try to reduce it. I think someday I will manage to do so.”
Most teachers, while interviewed, considered that their teaching is characterised by a high degree of freedom. Observations showed that they mainly applied guided inquiry teaching.
Moreover, they stood up for inquiry based teaching, claiming that they believe it’s suitable so as to reach the expected cognitive goals, expressing this way their pedagogical content knowledge (PCK) and mentioned having as a goal to find the way to apply inquiry to their teaching more often. They also expressed the need to be more trained about inquiry by PDP.
Participants’ technological pedagogical content knowledge (TPACK)
The inquiry based teaching was linked by the interviewees to ICT integration. We must note that they mentioned using ICT in class in an inquiry based context in few occasions in a month due to equipment or time limitations. Except one teacher who kept his traditional habits, all the rest promoted inquiry and the majority gave their students a worksheet that was part of a teaching scenario with inquiry elements. All worksheets let their students observe, wonder, estimate and conclude. Thus, teachers found the way to express the interactions between all TPACK’s components. Notably, they didn’t find it necessary to depict this interaction in a written scenario as only some teachers had one, while the rest mentioned not having one by choice, even though they created a scenario data base during B’ level. They noted that it makes them feel restricted and less free to change their teaching based on their students’ needs.