{"id":3016,"date":"2017-10-18T09:45:34","date_gmt":"2017-10-18T14:45:34","guid":{"rendered":"https:\/\/www.lesleyelis.com\/elisblog\/?p=3016"},"modified":"2019-01-08T12:14:40","modified_gmt":"2019-01-08T17:14:40","slug":"lesley-instructors-publish-in-journal-literacy-research-and-instruction","status":"publish","type":"post","link":"https:\/\/www.lesleyelis.com\/elisblog\/2017\/10\/18\/lesley-instructors-publish-in-journal-literacy-research-and-instruction\/","title":{"rendered":"Lesley Instructors Publish in Journal “Literacy Research and Instruction”"},"content":{"rendered":"

Leah\u00a0Van\u00a0Vaerenewyck, a Lesley doctoral student, Valerie Shinas<\/a>\u00a0and\u00a0Barbara Steckel<\/a>, two literacy instructors from Lesley’s Graduate School of Education, have co-authored the article\u00a0Sarah’s Story: One Teacher’s Enactment of TPACK+ in a History Classroom<\/i><\/a> in the journal\u00a0Literacy\u00a0<\/i>Research\u00a0<\/i>and Instruction<\/i><\/a>.<\/p>\n

The article focuses on the case study of\u00a0one secondary History teacher\u00a0and her approach to using technology in\u00a0developing and supporting a\u00a0socially-situated community of learners.\u00a0The\u00a0authors\u00a0cite research suggesting teachers do not integrate technology within literacy or disciplinary curriculum at high levels (to support higher level cognitive skills, for example).\u00a0They\u00a0argue that to prepare students for higher education and employment, students must learn to think like\u00a0scholars in the disciplines in which they study. For example, history students should be able to analyze primary documents, conduct research and synthesize information across various sources to draw conclusions.\u00a0They argue that strategic and principled use of technology can support the development and\u00a0maintenance\u00a0of a community of learners\u00a0focused on higher-level skill acquisition.<\/p>\n

\"tpack<\/p>\n

TPACK, or\u00a0Technology,\u00a0Pedagogy,\u00a0and\u00a0Content\u00a0Knowledge, is a\u00a0framework built on Lee\u00a0Shulman’s PCK\u00a0(Pedagogical\u00a0Content Knowledge). TPACK\u00a0suggests the incorporation of technology\u00a0with pedagogical content knowledge can produce more effective teaching.\u00a0The\u00a0authors\u00a0suggest an\u00a0expansion of the\u00a0TPACK framework to include a sociocultural component and use\u00a0this case study as empirical evidence\u00a0to\u00a0support\u00a0an update\u00a0to the\u00a0TPACK model\u00a0(TPACK+). They set out to “examine how sociocultural-oriented teacher knowledge, skills and beliefs intersect with TPACK in ways that leverage digital tools to create and sustain vibrant learning communities”\u00a0(Van\u00a0Vaerenewyck\u00a0et al, 2017).\u00a0Their observations showed strong evidence supporting\u00a0this\u00a0updated conceptualization of TPACK.\u00a0The instructor’s use of learning technologies enabled the students to engage in authentic disciplinary discourse within\u00a0socially situated learning experiences.\u00a0The instructor was able to create a community of learners both within and beyond the boundaries of the physical classroom. Students engaged collaboratively in sophisticated ways, demonstrating that learning can be enhanced when embedded in socially situated experiences.<\/p>\n

The\u00a0authors\u00a0call for further research\u00a0examining\u00a0in-service\u00a0teachers’ skills and knowledge in relation to technology-integrated instruction to provide\u00a0additional\u00a0empirical support for their claim that the TPACK framework must be expanded.<\/p>\n

Van\u00a0Vaerenewyck, L. M., Shinas, V. H., & Steckel, B. (2017). Sarah\u2019s Story: One Teacher\u2019s Enactment of TPACK+ in a History Classroom.\u00a0Literacy Research and Instruction<\/i>,\u00a056<\/i>(2), 158-175.<\/p>\n","protected":false},"excerpt":{"rendered":"

Leah\u00a0Van\u00a0Vaerenewyck, a Lesley doctoral student, Valerie Shinas\u00a0and\u00a0Barbara Steckel, two literacy instructors from Lesley’s Graduate School of Education, have co-authored the article\u00a0Sarah’s Story: One Teacher’s Enactment of TPACK+ in a History Classroom in the journal\u00a0Literacy\u00a0Research\u00a0and Instruction. The article focuses on the … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":9,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[391,15,19],"tags":[76,372,171,236,235],"class_list":["post-3016","post","type-post","status-publish","format-standard","hentry","category-faculty-spotlight","category-lesley","category-research-summaries","tag-instructional-design","tag-lesley-faculty","tag-pedagogy","tag-research","tag-teaching"],"_links":{"self":[{"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/posts\/3016","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/comments?post=3016"}],"version-history":[{"count":4,"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/posts\/3016\/revisions"}],"predecessor-version":[{"id":3020,"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/posts\/3016\/revisions\/3020"}],"wp:attachment":[{"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/media?parent=3016"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/categories?post=3016"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lesleyelis.com\/elisblog\/wp-json\/wp\/v2\/tags?post=3016"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}