TPACK

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Bases psychopédagogiques des technologies éducatives
Module: Intégration de pédagogies numériques‎‎
2020/05/31
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1 Introduction

Le modèle "TPACK" dévelopé par Koehler et al. présente une manière d'aborder l'intégration de la technologie dans l'éducation.

Lire

Mishra et Koehler, 2006[1]

Lire aussi

Mishra et Koehler, 2009[2]
Technological pedagogical and content knowledge framework, version 1
Traduction française, technological pedagogical and content knowledge framework, version 2


2 Liens

3 Bibliographie

3.1 Textes cités

  1. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054. PDF Reprint
  2. Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge? . Contemporary Issues in Technology and Teacher Education, 9(1). PDF Reprint

3.2 Autres

  • AACTE (Ed.). (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge. DOI: 10.21432/T2CS3G
  • Barbour, Michael; Lloyd P. Rieber, Gretchen Thomas, and Dawn Rauscher (2009). Homemade PowerPoint Games: A Constructionist Alternative to WebQuests, TechTrends 53 (5), 54-59. DOI:10.1007/s11528-009-0326-2
  • Graham, Charles R.; Nicolette Burgoyne, Pamela Cantrell, Leigh Smith, Larry St. Clair, and Ron Harris (2009). TPACK Development in Science Teaching: Measuring the TPACK Confidence of Inservice Science Teachers. Techtrends, 53 (5), 70-79. DOI:10.1007/s11528-009-0328-0
  • Hofer, M., & Swan, K. O. (2006). Technological Pedagogical Content Knowledge in Action : A Case Study of a Middle School Digital Documentary Project. Journal of Research on Technology in Education, 41(2), 179-200. http://www.iste.org/
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York: Routledge.(PDF.)
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
  • Lim, C. P. (2009). Formulating guidelines for instructional planning in technology enhanced learning environments. Journal Of Interactive Learning Research, 20(1), 55-74. AACE. Retrieved from http://www.editlib.org/p/24462
  • Nkwenti Ndongfack, M. (2015). Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration. Creative Education, 6, 32-45. http://dx.doi.org/10.4236/ce.2015.61003
  • Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., & Johnston, C. (2009). Mathematics Teacher TPACK Standards and Development Model. Contemporary Issues in Technology and Teacher Education, 9, 4-24. (PDF.)
  • Polly, D., & Mims, C. (in press). Supporting the integration of Web 2.0 technologies in professional development programs. In T. Kidd & I. Chen (Eds.), Wired for learning: An educators guide to Web 2.0. Hershey, PA: Information Science Reference.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. (This is the original) (PDF.)

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