Teachers’ Experiences Using the Scaffolded TPACK Lesson Design Model

Abstract

In this age of accountability, teachers must devote every second of class time to student learning and teachers have expressed a need to not only know how to use the technology with which they are presented but how to incorporate it into sound pedagogical strategies to teach content, eliminating wasted classroom time. However, technology training that highlights technological pedagogical content knowledge (TPACK) is nonexistent. The literature indicates that teachers need assistance in crafting lessons that create TPACK (Koh, Chia, Benjamin, and Hong, 2015). Therefore, the researcher studied the experiences of teachers involved in a technology-focused PLC at a public middle school. Participants utilized a lesson design model, The Scaffolded TPACK Lesson Design Model (STLDM), during a seven-week period. From the collected data, the researcher reports on six claims, highlighting the parts of the template and the process which helped the PLC members integrate technology in meaningful ways and the parts of the process that must be taken into consideration when seeking to integrate technology into instruction.