DRAWING ON TECHNOLOGICAL

PEDAGOGICAL CONTENT KNOWLEDGE

(TPACK) FOR THE BUILDING OF STEMQUEST
CHING SING CHAI
THE CHINESE UNIVERSITY OF HONG KONG
TODAY’S MENU

• Introduction
• Theoretical framework (pajang!)
• Hands-on
• A case study
INTRODUCTION (A SWOP ANALYSIS)

• Strength: School teachers have been teaching science and

mathematics and presumably possess high level PCK
• Weakness:
• school science and mathematics are taught in isolation
• School organize curriculum and man power also in silos
• Teachers face challenges in acquiring technological and engineering knowledge
(Chai, 2019)
INTRODUCTION
• Opportunity:
• Technological advancements such as the emergence of 3D printing, micro- computers
and block-based coding environments have contributed to the expansion of Maker
movement (Resnick & Rosenbaum, 2013)
• Many useable teaching videos available for various types of technology
• STEM are closely interrelated content areas. One way to understand the
interrelationships is in the context of solving real world problems. Engineering is the
discipline that applies scientific knowledge and mathematical computation to design
processes or products (i.e. technologies) to address the problems (Brophy, Klein,
Portsmore & Rogers, 2008). Technologies in turn, are used to facilitate scientific and
mathematical knowledge advancement and engineering design.
• Engineering or making problems afford authentic and active learning for science and
mathematics
INTRODUCTION

• Threat: collective competency of a society to create STEM

knowledge determines its status in the world. Thus, there is
surging interest in integrative STEM education (Sanders,
2009; Hoeg & Bencze, 2017 )
THE WAY FORWARD

• Historically/chronologically, we are in the age of AI and STEM

• Ministries of education should formulate STEM-AI policies
• School reforms
• Teacher interdisciplinary teams learning-by-design for
capacity building with university support
 THEORETICAL FRAMEWORK: TPACK-STEM

• Dedicated effort in teacher PD to promote teachers’ STEM teaching competencies is

lacking (Al Salami, Makela, & de Miranda, 2017; Cavlazoglu & Stuessy, 2017; for
a review, see Chai, 2019)
• Pedagogical content knowledge (PCK) (Shulman, 1986) has been proposed as the
quintessential teacher’s professional knowledge
• However, to develop strong PCK in one area is already challenging
• To develop interdisciplinary STEM knowledge is very challenging
 THEORETICAL FRAMEWORK: TPACK-STEM
• There is a need to articulate an underlying framework for the knowledge
(Technological, pedagogical, science, mathematics, engineering etc.) required
• There is a need to develop design thinking competencies among teachers (cognitive)
• There is a need to invent a physical representation as a means to mediate the
development of STEM (epistemic artefact)
• There is a need to tap on distributed expertise (social)
 THEORETICAL FRAMING : EXPANDED-TPACK?
TK TPK

PK
TPCK
PCK

CK
TCK

(Mishra & Koehler, 2006, p. 1025)

Creating one good STEM learning package

involves very complex knowledge at this point
(think about driving)
 SCAFFOLDED TPACK LESSON DESIGN MODEL (STLDM)

Identify Instructional Analyze learners &

Goals context

Subject Goals Consideration (CK) Pedagogical Content Consideration

What are the educationally and
developmentally sound attitudes, skills
(higher-order thinking and process), and
knowledge that students should learn for
the subject matter?
TK TCK/TPCK
Can the topic be represented by
technologies such that it becomes
pedagogically more powerful?
(PCK)
Identify learning objectives What are learners’ difficulties in learning
the topic? What are the usual
misconceptions?
What are the strengths and weaknesses
for the existing ways of teaching the
topic?
Design Decision PCKTPCK
Articulate learners’ appropriate Could the existing PCK be enhanced
objectives and arrange the list of with technology?
objectives starting from the cognitively
most challenging (i.e. Higher order
thinking) objectives

Stage 1
 Scaffolded TPACK Lesson Design Model (STLDM)
Choose relevant
Plan Instructional and
technologies / Develop
Learning Activities
ICT-based resource

PK
What are the specific 21st century
learning practices (reflective learning,
collaborative learning, authentic problem
solving, active and constructive learning
etc.) that can be integrated? What are
the possible problems and necessary
supports for students to engage in the
learning practices?
Develop assessment: Formative
& Summative
Stage 2 Design Decision
• Selection of student-centric teaching
and learning activities supported by
technologies
• Determination of means to assess
students’ learning processes and
learning outcomes
• Craft evaluation rubrics for the digital
artifacts created by students
TPK
What are some good practices
associated with the chosen
technologies?
Any consideration for cyberwellness
issue?
Any good ICT tools for assessing
emerging understanding?
TCK
How do subject matter experts use
technology to represent and make
meaning of the topic?
TPACK-resources
Are there existing good quality online
resources already created ?

Stage 2
REFLECT, IMPLEMENT AND REVISE

• Does the pedagogical design make sense after the complete draft
is out? How does it qualify as contributing to meaningful learning?
• Are the various activities logically connected and building on each
other?
• Any implementation challenges?
• Implementation, reflection in action
• Revise based on reflection in action and other thoughts
REAL WORLD (AUTHENTIC)
• [What is this? What are the properties/characteristics?]
• Properties: ill-defined, open-ended, demand information

• [Why proposed this?]

• Potential: engender acquisition, participation, creation (problem solving)
• Promote learning motivation, retention, transfer, 21CC (critical, creative)
• Problem addressed: irrelevance, simplification, de-contextualization, inert knowledge

• [How do we as teachers do this?]

• Pedagogical move: create context (event, place, people), scaffold, roles
• ICT: presenting problems, use of authentic ICT tools (TCK) for the practice (e.g. use of
office tools for office workers; use CAD for engineering; excel for modeling etc)
LEARNING BY DOING (ACTIVE/ HANDS-ON)
• Properties: active, interactive, participative, experiential
• Potential: facilitate acquisition, demand participation, lead to creation
(problem solving) [why]
• Promote learning motivation, retention, transfer, 21CC (critical, creative,
collaborative)
• Problem addressed: passive absorption, inert knowledge
• Pedagogical move: design activities, define performance (SIOs), sequence
activities (hierarchical), create instruction
• ICT: Providing authentic tools, interacting with computers and through
computers (read, talk, search, evaluate, synthesize, construct, manipulate,
revise, etc)
COLLABORATIVE LEARNING
• Properties: interactive, participative, negotiation
• Potential: facilitate acquisition, demand participation, create shared meanings [why]
• Promote socio-emotional well-being, thinking (ZPD), 21CC (critical, creative, communicative,
collaborative)
• Problem addressed: individualistic, competitive,
• Pedagogical move: identify topics for discussion (relevance, prior knowledge, interest, cognitive value) ,
foster interaction rules, monitor talks, mediate conflicts, facilitate reflections
• ICT: Interacting around computers and through computers, platforms for collaborative co-
construction of cognitive artifacts/ideas
CONSTRUCTIVE (MINDS-ON)
• Properties:
• Prior knowledge, beliefs, experience & mis-understanding affect the formation of new knowledge
• Active sense making is required to understand

• Potential: Build meaningful schema

• Promote effective and efficient learning, retention, creative thinking
• Problem addressed: fragmented understanding, inert knowledge
• Pedagogical move: assess prior knowledge , provide opportunities to activate prior
knowledge(questioning, video, Quiz etc)
• ICT: Use of content free tools to construct digital files to represent one’s idea (for e.g.:
constructing a concept map; a ppt)
SELF-DIRECTED LEARNING (INTENTIONAL)
• Properties: self-initiated, intentional, self-plan and manage
• Potential: Promote learn how to learn, life-long learning, metacognition
• Traits of all strong learners and high performers
• Problem addressed: passive learning, unmindful rote leraning
• Pedagogical move: identify what, where and when can students make
learning decision, facilitate goal setting, strategies selection, monitoring,
self-regulation, reflection
• ICT: Learning Blog,
 SCAFFOLDED TPACK LESSON DESIGN MODEL (STLDM)

Identify Instructional Analyze learners &

Goals context

Subject Goals Consideration (CK) Pedagogical Content

What are the educationally and
developmentally sound attitudes, skills
(higher-order thinking and process), and
knowledge that students should learn for
the subject matter?
TK TCK/TPCK
Can the topic be represented by
technologies such that it becomes
pedagogically more powerful?
Identify learning objectives
Design Decision
Articulate learners’ appropriate
objectives and arrange the list of
objectives starting from the
cognitively most challenging (i.e.
Higher order thinking) objectives
Consideration (PCK)
What are learners’ difficulties in
learning the topic? What are the
usual misconceptions?
What are the strengths and
weaknesses for the existing ways of
teaching the topic?
PCKTPCK
Could the existing PCK be enhanced
with technology?

Stage 1
 Scaffolded TPACK Lesson Design Model (STLDM)

Plan Instructional and Choose relevant

Learning Activities technologies / Develop
ICT-based resource

PK
What are the specific 21st century
learning practices (reflective learning,
collaborative learning, authentic
problem solving, active and
constructive learning etc.) that can be
integrated? What are the possible
problems and necessary supports for
students to engage in the learning
practices?
Develop assessment:
Formative & Summative
Stage 2 Design Decision
• Selection of student-centric
teaching and learning activities
supported by technologies
• Determination of means to assess
students’ learning processes and
learning outcomes
• Craft evaluation rubrics for the
digital artifacts created by students
TPK
What are some good practices
associated with the chosen
technologies?
Any consideration for cyberwellness
issue?
Any good ICT tools for assessing
emerging understanding?
TCK
How do subject matter experts use
technology to represent and make
meaning of the topic?
TPACK-resources
Are there existing good quality online
resources already created ?

Stage 2
REFLECT, IMPLEMENT AND REVISE

• Does the pedagogical design make sense after the complete draft
is out? How does it qualify as contributing to meaningful learning?
• Are the various activities logically connected and building on each
other?
• Any implementation challenges?
• Implementation, reflection in action
• Revise based on reflection in action and other thoughts
SEM SUPPORT
OTHER FINDINGS
OTHER FINDINGS
STEMQUEST

• Google site as a mediating collaborative artefacts to

coordinate interdisciplinary discussion and decision
• Meaningful 21st century constructionist learning (Howland,
Jonassen & Marra, 2014): Authentic, Active, Collaborative,
Constructive, Intentionally self-directed
• Critical, creative, problem solving
HANDS-ON ACTIVITIES

• Creating STEMQuest (Page by page explanation)

• https://sites.google.com/view/making-a-musical-instrument/home (3D
printing/making)
• https://sites.google.com/view/stemlessonideaforco-design/1-introduction
(micro:bit)
• I will talk you through page by page what they are for first (tahan dulu!)
BREAKOUT ROOM TASKS

• Decide who is hosting the site, duplicate a site with a unique

name.
• Add all members and me (ICTChai12@gmail.com) as Editor so
that everyone can edit the site
• Once done, everyone will go to site.google.com and open the
site
Demonstration of how to duplicate a site, you will then duplicate a site in the breakout room
STEP 1

STEP 2
Click
and
Add
Gmail
herer
DECIDE THE THEME (TOGETHER) (20 MINUTES)

• Discuss among yourself what would you like to get your students to
make (you are going through the process more or less like your
students)
• Decide which level of students, instructional objectives, students’
characteristics etc.
• Change Introduction and Design Challenge together
• Decide who to edit which page based on STEAM (If only STEM, one
member will do evaluation rubrics and personal reflection)
WITHIN PAGE EDITING (DEMO) (20 MINUTES)

• Change the background of the banner

• Change the background of the main text
• Change text size
• Insert webpages and youtube video
• Insert a Google Doc/Slides/forms that students can duplicate
• Insert a page, delete the page, preview a page
GROUP PRESENTATION (2 GROUPS 5 MINS)
A CASE STUDY: INDONESIAN PRE-
SERVICE TEACHERS’ EXPERIENCES IN
STEM-TPACK DESIGN-BASED
LEARNING
CHAI (CUHK) & YULI (UNJ)
TPACK-STEM LEARNING WEBSITES (EPISTEMIC ARTEFACT)
 TPACK-STEM TPD
Explore
the sites • Multidisciplinary
team (engineering
Enact Duplicate education, computer
and and education, school
refine create
Design-based education)
learning • Equitable
representation
acceptable to all
Refine Present team members
and and
ready critique
1. HOW DID THE PRESERVICE TEACHERS
EXPERIENCE STEM-TPACK TPD?
2. IS THERE SIGNIFICANCE DIFFERENCES IN
THEIR EFFICACY?
RESEARCH QUESTIONS
 Paired Samples Statistics
Mean Std. Deviation SE Mean T-test
MnpoTPSK 5.4485 .63252 .11011 6.24***
Pair 1
MnpreTPSK 4.1333 1.13541 .19765

MnpoTPEK 5.2071 .71447 .12437 6.16***

Pair 2
MnpreTPEK 4.0657 1.00945 .17572

MnpoTPMK 5.3141 .85452 .14875 5.36***

Pair 3
MnpreTPMK 4.1919 .94843 .16510

MnpoiSTEM 5.5076 .68603 .11942 7.30***

Pair 4
MnpreiSTEM 3.9697 1.31065 .22815
 DESIGN TALK
• Student 1 I think the green building can be related to the topic in Biology.
We learn about the plant that can absorb the pollutant and the insect as the
indicator of pollution.
• Student 2 It is also related to chemistry concepts in pollutant substances.
However, how to integrate with engineering and technology in students’
learning?
• Student 3 Ehm…I am thinking of using the software in design the
building, we have that subject in engineering
• Student 2 But, we don’t have that subject related in secondary school
• Student 3 We can implement it in vocational school
DISCUSSION

• The design of STEMQuest that we have designed, mediated by the learning website
was seen as a meaningful design task that helps the preservice teachers to negotiate
the integration of multidisciplinary knowledge into interdisciplinary STEM project with
acceptable representation of individual subject
• It facilitates the teachers to use their respective TPACK and their technological
content knowledge (TCK) to contribute to the interdisciplinary STEM project
• The teachers gain knowledge and skills to work with other disciplines grow in
epistemic fluency
 EPISTEMIC FLUENCY (MARKAUSKAITE
& GOODYEAR, 2017)
• Is about being a productive member in multidisciplinary knowledge work
that creates innovative solutions to complex real world problem
• It requires different ways of knowing and using different knowledge
resources and working with different professionals
• Cultivating epistemic fluency is a key aims for today educators
• But How to build people in multidisciplinary context in learning, knowing,
relating and acting which are intertwined?
FUTURE RESEARCH

• Evaluation of the websites to promote excellence in

pedagogical design
• Analysis of design talk to examine the design challenges
that emerged and how equitable representation is
achieved