Using TPACK to Evaluate Teachers

Harris, Judi; Grandgenett, Neal; and Hofer, Mark J. (2010). Testing a TPACK-Based Technology Integration Assessment Rubric. College of William and Mary W&M Publish. Book Chapters. 6

With technology becoming an increasing tool used in schools, teachers must be able to accurately apply knowledge of pedagogy, content, and technology together in the classroom. A good way to evaluate teachers and their knowledge of applying technology, content, and pedagogy in the classroom, teachers can be evaluated through Technological Pedagogical Content Knowledge, or TPACK. Not only should teachers be able to teach through proper pedagogy, know the content, and use proper technology to relay information, but they should be able to apply all three things together.

I recently read an article titled “Testing a TPACK-Based Technology Integration Assessment Rubric,” by Judi Harris, Neal Grandgenett, and Mark J. Hofer. The purpose of this article was to articulate the effectiveness of assessing teachers by using the TPACK evaluation. The article discusses how there are many ways to measure and evaluate teaching approaches, however these evaluations focus more on approaches to teaching and not assessing the quality of integrating technology into teaching.

The article states that the TPACK model gears towards a “learning-by-design” method through collaboration of curricula and technology. TPACK focuses on developing strategies for teachers and their planning and practices. However, the first-step recommended usage for TPACK is for teachers to use this evaluation as a self-assessment tool before applying TPACK to their practices.

TPACK can be broken down into categories that teachers can focus on and build from. TPACK can be visually viewed as a three-part Venn Diagram, with the main sections of the Venn Diagram reading Technology (T), pedagogical (P), content (C). Where those circles intersect, teachers can begin to focus on technological pedagogical (TP) practices, technological content (TC) practices, and pedagogical content (PC) practices. Once teachers have become comfortable with these practices, they can build towards the overall approach of successfully applying the central section of the Venn Diagram (TPACK) to their planning and teaching.

The article continues by discussing three types of data that can assess teachers, which include self-report, observed behavior, and teaching artifacts (Harris, Grandgenett, Hofer). From this, teachers can use the Technology Integration Assessment Instrument (TIAI) rubric which will further assess the integration of technology in a lesson plan. Through multiple revisions, this rubric now includes the following data: years taught, content specialty, grade levels taught, years teaching with digital technology, Ed Tech PD hours (previous 5 years), and Ed Tech expertise self-assessments. Validity of the rubric is then determined through score analyzation and feedback.

Towards the end of the article, Harris, Grandgenett, and Hofer portray the success gained from evaluating experienced teachers using this model and rubric. Now they are confident that the rubric can be used to successfully assess new and preservice teachers. Using TPACK as an evaluation tool in the classroom is not only useful for research and professional development, but it will also help teachers to grow in their content and apply their knowledge to their classroom.

I recommend that schools look into using TPACK as an evaluation tool, especially if technology is heavily used throughout the building. I believe that as teachers become more well-rounded in their knowledge of technology, pedagogy, and content, then their teaching will become more successful, and they can share what they have learned with other teachers and administration within their school.