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Description: Goal: Research suggests that the quality of technology use (e.g., whether it is cognitively activating) is crucial for student learning (Fütterer et al., 2022). However, organizing cognitively activating lessons using technology is challenging for many teachers and requires specific professional knowledge like technological-pedagogical knowledge (TPK; Mishra & Koehler, 2006). In the OPD-TPK project, we address the question of how teachers’ TPK can be promoted effectively in PD (see transformative view in which TPK is understood as an independent body of knowledge that suggests explicit promotion of TPK; e.g., Angeli & Valanides, 2005, 2009; Valanides & Angeli, 2006, 2008). To be able to answer this research question, we conducted an online PD with two treatment conditions over several months (N = 250 teachers; three measurement points). We contrasted a technological knowledge (TK) group who received an in-depth training about the use of school-related technology with a TPK group who additionally received a training about the exploitation of potential of technology to attain teaching quality inspired by the ICAP model (Chi & Wylie, 2014). Beside this key research question of which approach to promote teachers' TPK is more effective, we are investigating additional questions such as: • Which teachers benefit most from which treatment conditions? • What role do different measures of treatment fidelity play in the effectiveness of PD? • How can teachers' TK be tested? • How well can teachers assess TK and TPK? And what does a reliable assessment depend on? In this project, researchers from the Hector Research Institute of Education Sciences and Psychology at the University of Tübingen, the Leibniz-Institut für Wissensmedien in Tübingen and the Institute for Educational Science at the University of Tübingen were involved. This research was funded by the Federal Ministry of Education and Research (BMBF) and the Baden-Württemberg Ministry of Science as part of the Excellence Strategy of the German federal and state governments.

License: MIT License


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Project Belonging to the Publication "A Test to Assess Teachers’ Knowledge of How to Operate Technology"

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Study - Teachers’ Trajectories of Technology Integration During Participation in a Professional Development Program

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