TPACK: Difference between revisions
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{{quotation|The technological pedagogical and content knowledge (TPACK) framework presents a way of thinking about effective technology integration, specifically knowledge associated with integrating technology effectively into learning environments. [...] TPACK has the promise to shape the way teacher educators and professional developers prepare teachers to | {{quotation|The technological pedagogical and content knowledge (TPACK) framework presents a way of thinking about effective technology integration, specifically knowledge associated with integrating technology effectively into learning environments. [...] TPACK has the promise to shape the way teacher educators and professional developers prepare teachers to | ||
integrate technology (Polly & Mims, in press).}} (Polly and Brantley-Dias, 2009:46). | integrate technology (Polly & Mims, in press).}} (Polly and Brantley-Dias, 2009:46). | ||
{{quotation|The basis of good teaching with technology and requir[ing] an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students' prior knowledge and theories of epistemology; and knowledge of how technologies can be used to built on existing knowledge and to develop new epistemologies or strengthen old ones}} (Mishra & Koehler, 2006:1029, cited by Barbour, 2009:56). | |||
[[image:TPACK.svg|frame|none|Technological pedagogical and content knowledge framework]] | [[image:TPACK.svg|frame|none|Technological pedagogical and content knowledge framework]] | ||
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* AACTE (Ed.). (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge. | * AACTE (Ed.). (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge. | ||
* Barbour, Michael; Lloyd P. Rieber, Gretchen Thomas, and Dawn Rauscher (2009). Homemade PowerPoint Games: A Constructionist Alternative to WebQuests, ''TechTrends'' 53 (5), 54-59. [http://dx.doi.org/10.1007/s11528-009-0326-2 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. [http://dx.doi.org/10.1007/s11528-009-0328-0 DOI:10.1007/s11528-009-0328-0] | * 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. [http://dx.doi.org/10.1007/s11528-009-0328-0 DOI:10.1007/s11528-009-0328-0] | ||
Revision as of 18:37, 19 November 2009
Introduction
“The technological pedagogical and content knowledge (TPACK) framework presents a way of thinking about effective technology integration, specifically knowledge associated with integrating technology effectively into learning environments. [...] TPACK has the promise to shape the way teacher educators and professional developers prepare teachers to integrate technology (Polly & Mims, in press).” (Polly and Brantley-Dias, 2009:46).
“The basis of good teaching with technology and requir[ing] an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students' prior knowledge and theories of epistemology; and knowledge of how technologies can be used to built on existing knowledge and to develop new epistemologies or strengthen old ones” (Mishra & Koehler, 2006:1029, cited by Barbour, 2009:56).
Technological pedagogical and content knowledge framework
Bibliography
- AACTE (Ed.). (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge.
- 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
- 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.
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Polly, Drew & Laurie Brantley-Dias (2009). TPACK: Where do we go now?,Techtrends, 53 (5), 46-47. DOI:10.1007/s11528-009-0324-4
- 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.