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LATs Short Courses Research

The LATs short courses have been used in several research studies to date.  We have posted publications that report on this work here with authors' permission and our sincere thanks.


Hofer, M. & Harris, J. (2017). Differentiating TPACK-based learning materials for preservice and inservice teachers. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 2357-2366). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Abstract: “Teacher educators have long noted differences between preservice and inservice teachers’ knowledge, practice, and professional learning. A small number of studies have compared novice and experienced teachers’ technology integration knowledge, attitudes, and intentions, with mixed results. Most TPACK research has examined preservice and inservice teachers separately. How should TPACK development be differentiated for preservice and inservice teachers? We sought experienced teachers’ perceptions and recommendations about how an online short course that was developed for novice teachers should be changed so that it can facilitate experienced teachers’ professional learning. Data generated and analyzed were focus group interviews, demographics, and written suggestions for changes to the short course’s modules. The participating teachers’ animated and detailed recommendations highlighted the need for differentiated content, sequencing, illustrations of practice, and engagement techniques.” 


Hofer, M. & Harris, J. (2016). Open educational resources (OERs) for TPACK development. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2872-2877). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Abstract: “We have developed customizable, modularized, TPACK-based online short courses that are designed to help elementary and secondary preservice teachers learn to plan technologically enhanced, curriculum-based lessons, projects, and units. We offer these multimedia materials to teacher educators internationally as open educational resources (OERs) via an attribution/share-alike Creative Commons license (http://creativecommons.org/licenses/by-sa/4.0/) at http://activitytypes.wm.edu/shortcourse/. In our SITE 2016 presentation and in this paper, we introduce, explain, demonstrate, and discuss these TPACK-based OERs, and our aims in developing, using, and making them available to others. We hope that our efforts will catalyze more widespread sharing and adaptation of TPACK learning materials among teacher educators.”


Mourlam, D. & Bleecker, H. (2017). Early career teacher candidate TPACK development: Implementation of a learning activity types short course. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 2404-2409). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Abstract: “Currently, the literature contains multiple approaches to teacher candidate TPACK development. The Learning Activity Types Short Courses, which assist with scaffolding the process of combining content, pedagogy, and technologies in instruction for teacher candidates, are a recent addition to the literature. The purpose of this study was to characterize early career teacher candidate Technological Pedagogical Content Knowledge (TPACK) before and after the implementation of a Learning Activity Types Short Course in an undergraduate introductory educational technology course. Data collection occurred through a pre/post TPACK survey, as well as assessment of teacher candidate lesson plans completed before and after the Short Course. Data analysis was complete using both descriptive and inferential statistics. Findings suggest that while candidate TPACK self-efficacy remained mostly constant throughout the study, their enacted TPACK experienced a statistically significant increase.”

 

The Creative Commons BY-SA license under which these short courses are released stipulates only that the original authors (and later contributors) are attributed in all succeeding derivatives of the work, and that those derivatives are released under the same BY-SA license (http://creativecommons.org/licenses/by-sa/4.0/). In addition, we request that all derivatives of these short courses be sent to us at the email addresses listed below so that we can post them here for other instructors to use and adapt. We hope that our efforts will catalyze more widespread sharing and adaptation of TPACK-based learning materials among teacher educators.

Mark Hofer & Judi Harris (mark.hofer@wm.edu & judi.harris@wm.edu)
School of Education, College of William & Mary
Williamsburg, Virginia USA