Abstract:

The rapid development of digital technology has enriched the field of learning and teaching. However, teachers need to be prepared to harness this potential in their teaching practice. The Technological Pedagogical and Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) depicts the competencies teachers require for the effective use of (digital) technologies in the 21st century classroom. The framework has already been used in numerous studies and examined through different methods (Valtonen et al., 2020). Nevertheless, the majority of published results is based on self-assessment and knowledge measures, while comparatively few studies consider the enactment of TPACK in class. Due to missing correlations between self-reported data and enacted TPACK this is recognized as a research gap (Mourlam et al., 2021). Since the TPACK construct is domain- and context-specific (Mouza, 2016), it seems indispensable to further investigate whether and which differences between knowledge and enactment occur in concrete instructional contexts of the science domain.

Therefore, the aim of the study is to investigate to what extent pre-service science teachers can use the TPACK they have acquired at university for planning, implementing and reflecting on media-supported science teaching. As explainer videos have become an important learning tool for students as well as in science teaching, pre-service teachers are asked to prepare a science lesson in which their students create their own explainer videos.
(1) Written planning artifacts,
(2) videotaped lesson observations and
(3) written interview transcripts collected from these lessons will be analyzed and compared among themselves and with self-assessment pre-post measures subsequently. For the evaluation of the data sets (1-3), a rating using a rubric is to be conducted.

To develop this rubric, a comprehensive literature analysis was undertaken including publications on subject-specific instructional design (e.g. Steffensky & Neuhaus, 2018), media-specific instructional design (e.g. Chi & Wylie, 2014) and the use of explainer videos in science classrooms (e.g. Wolf & Kulgemeyer, 2021). Relevant categories (e.g. cognitive activation) were derived from these publications and assigned to the TPACK dimensions. For practical application, specific indicators were formulated for each category and then divided into a four-point Likert scale, classifying the indicators from not applied to completely applied. In the process of operationalization, the indicators were supplemented by explicit descriptions, enabling direct observation. Subsequently, a content validation using expert judgements was carried out, leading to a refinement of the rubric. After testing the rubric in the field, a further revision step is pending. As a result, the developed rubric ties subject- and media-specific instructional design criteria to the technical requirements of the concrete teaching situation and assigns them to the TPACK dimensions.

The paper contributes to the current discourse by presenting the development of a rubric that is intended to enable a comprehensive comparison of TPACK and enacted TPACK. At the conference, the development and the rubric itself will be presented.

Keywords:

ICT skills, digital competencies, teacher education, TPACK.