Sentences with phrase «pedagogical knowledge of technology»

Pedagogical knowledge of technology (now commonly referred to as Technological Pedagogical Knowledge or TPK) is closely related to Shulman's (1987) pedagogical knowledge construct, which is defined as the teachers» knowledge of teaching procedures such as effective strategies for planning, classroom routines, behavior management techniques, classroom organizational procedures, and motivational techniques.

Not exact matches

For schools, the challenge is how to bring together kids» «native» knowledge regarding technology and teachers» pedagogical experience without entering into a tug - of - war battle that teachers will inevitably and invariably lose when technology is in the ring.

Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge

The TPACK model emphasizes the importance of complex interactions among three domains — technological (TK), pedagogical (PK), and content knowledge (CK)-- needed by teachers to successfully integrate technology into instruction (Koehler et al., 2013).

TPACK can be described as teachers» knowledge of when, where, and how to use technology, while guiding students to increase their knowledge and skills in particular content areas using appropriate pedagogical approaches (Brantley - Dias & Ertmer, 2013; Niess, 2011).

In education coursework and field experiences, you will learn the foundation of professionalism and reflection, human development and diversity, integration of teaching experiences and assessment, technology, content and related pedagogical content knowledge, and professional collaboration.

Melody (first author) developed the new literacies course to accomplish three main objectives: (a) to provide teachers with a scholarly foundation in literacy studies that recognizes how advances in technology influence literacy practices; (b) to support teachers in building their pedagogical knowledge of digital texts and tools as well as social practices influencing composing practices; and (c) to provide teachers with a setting for direct application of the theories and practices discussed in class as they worked with children in a writing camp.

They used their knowledge of these effective pedagogical practices, while using technology, to identify and address gaps in the students» content knowledge.

This framework also promotes the understanding that teaching with technology requires a whole other set of pedagogical skills and that each program, tool, and piece of software requires different genre knowledge.

We also posit that teachers», including Jake's and Isabell's, understanding of the interactions of content knowledge, technological knowledge, and pedagogical knowledge resulted in integration of the technology in ways that did not always enhance the science content learning.

If technology is truly to impact both pedagogical competence, as well as increase content knowledge in the social studies, the apex of the instructional delivery system — the instructor — must be the continual focus of these beliefs.

The concept of technological pedagogical content knowledge (or technology, pedagogy, and content knowledge [TPACK]-RRB- provides a theoretical frame for doing just that (Mishra & Koehler, 2006)-- as long as TPACK is not used by teacher educators and researchers as a simple static and myopic evaluative lens that fails to pay attention to the range of contexts that teachers work within.

Educators» TPACK, or technology integration knowledge, is operationalized when they identify an effective combination of curriculum content, a particular pedagogical approach, and a use of a technology tool or resource to support the learning experience.

It requires 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 build on existing knowledge and to develop new epistemologies or strengthen old ones.

The researchers determined that the strongest influences on how the teachers used the digital primary sources and technology centered on their own beliefs, the «purpose for teaching» (p. 159), and their level of «pedagogical content knowledge» (p. 163).

In fulfillment of its duty to the citizens of this state, the Legislature has established certification requirements to assure that educational personnel in public schools possess appropriate skills in reading, writing, and mathematics, and adequate pedagogical knowledge, including the use of technology to enhance student learning, and relevant subject matter competence so as to demonstrate an acceptable level of professional performance.

The teacher candidates noted that they also benefited from seeing how such a learning environment could be structured so that student learners are allowed control over their learning (technological content knowledge), the use of acronyms to guide procedural knowledge development (technological pedagogical knowledge), and the level of technical skills required to teach with technology (technological knowledge)-- all of which increased their own teacher knowledge about teaching with technology (Figg & Burson, 2009).

The rapid expansion of available technological tools has prompted scholarly discourse about how Shulman's (1987) construct of pedagogical content knowledge might be built upon to help describe the sort of knowledge teachers need for teaching with technology.

Recently, the phrase «technological pedagogical content knowledge» (or technology, pedagogy, and content knowledge; TPACK) has been used to describe «an understanding that emerges from an interaction of content, pedagogy, and technology knowledge» (Koehler & Mishra, 2008, p. 17).

Preservice teachers have the chance to develop technological pedagogical content knowledge, in part, through reflection on the elements of and connections between technology, pedagogy and content.

Using reflection to consider specific issues critically — such as the rapid rate of technological change, the design of technology for educational purposes or the use of specific forms of technology to support the situated nature of learning (Mishra & Koehler, 2006)-- provides preservice teachers with the opportunity to develop their technological pedagogical content knowledge while engaging in meaningful reflective practice.

Technological pedagogical knowledge (TPK), or the use of specific pedagogical strategies or techniques to teach with technology so that content knowledge is enhanced.

Through their projects they construct theoretical knowledge of multiliteracies as they become digital storytellers of their own identities, and they construct technological pedagogical content knowledge (TPCK) about how to integrate such digital video technology in their future classrooms.

As Hammond and Manfra (2009) described in their discussion of TPACK in social studies education, TPACK is a conceptual framework in teacher education that «provides a common language to discuss the integration of technology into instruction and builds upon the concepts of pedagogical content knowledge, [as well as] teacher as curricular gatekeeper» (p. 160).

Thus, teacher educators need to work with existing pedagogical beliefs, content and technology knowledge and skills, and prior knowledge and experiences and seek ways in which more innovative instructional practices become commonplace and the appropriate and effective utilization of technology to support innovative instructional practices is ensured.

Importantly, addressing geospatial technology in teacher education also engages teacher candidates» development of technological pedagogical content knowledge, also known as technology, pedagogy, and content knowledge (TPACK).

In this way, experimenting with geospatial technologies during teacher education addresses the development of teacher candidates» pedagogical content knowledge (Shulman, 1987) by contributing to their «understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction» (p. 8).

As suggested by many authors in the Handbook of Technological Pedagogical Content Knowledge (AACTE Committee on Innovation and Technology, 2008), more research needs to examine the role of teacher preparation programs teachers» beliefs (Niess, 2008), and specific student and school contexts (McCrory, 2008) regarding the nature and development of TPACK.

The purpose of this task was not only to require the teachers to learn new technological practices, but also have them adjust their current information technology use and integrate these new practices into their existing pedagogical and content knowledge practices.

TPACK or technology integration knowledge is operationalized when educators identify an effective combination of curriculum content, a particular pedagogical approach, and a technology tool or resource that supports the learning experience.

But for technology to become an integral component or tool for learning the subject, teachers must also develop «an overarching conception of their subject matter with respect to technology and what it means to teach with technology — technology pedagogical content knowledge (TPCK)» (Niess, 2005, p. 510).

This TPACK is a blending of pedagogical knowledge, content knowledge, and technological knowledge that is unique to the idea of teaching content with technology.

With the advent of computer technology, both the pedagogical skills and technological content knowledge of the teacher play a role whenever computer technology is used in the classroom (Mishra & Koehler, 2006).

Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge.

The challenge for mathematics teacher educators is to identify teacher preparation and professional development programs that lead toward the development of technology pedagogical content knowledge (TPCK).

Much of the literature on teacher preparation for successful integration of technology into classrooms has focused on enhancing technological, pedagogical, and content knowledge (Clark, Zhang, & Strudler, 2015; Mishra & Koehler, 2006), and slow and ineffective technology implementation has often been attributed to a lack thereof.

Extension of the concept to «technological pedagogical content knowledge» (now referred to as technology, pedagogy, and content knowledge, or TPACK) in recent years recognizes the central role of content and pedagogy in uses of educational technology — a role previously missing in many discussions.

Expanding on Shulman's (1986) definition of pedagogical content knowledge, technological pedagogical content knowledge implies that pedagogy, content, and technology are not separate entities, but a complex system that supports the learning process (Mishra & Koehler, 2006).

Altering the assignment to include or require collaborative forms of technology, such as discussion boards, group weblogs or communal wikis, would offer preservice teachers the opportunity to reflect in a community of their peers while providing experience with different forms of technology and supporting further development of their technological pedagogical content knowledge.

Teachers» abilities to use technology effectively to support student literacy development is reliant on several factors: their knowledge of technology; their knowledge of pedagogical approaches; and their attitudes toward technology integration (Ertmer & Ottenbreit - Leftwich, 2010).

However, both the participants» learning experiences during the workshop and the level of pedagogical elements present in their lesson plans varied depending on their technology knowledge and teaching context.

It provides a common language to discuss the integration of technology into instruction (Koehler & Mishra, 2008) and builds upon the concepts of pedagogical content knowledge (Shulman, 1987) and teacher as curricular «gatekeeper» (Thornton, 2001a, 2001b).

To study the effect of instructing with technology, pedagogy, and content knowledge (TPACK), teachers were asked to apply pedagogical, mathematical, and cognitive fidelity to technology used in an instructional unit they were designing.

In keeping with the current trajectories of TPACK research, Doering and Veletsianos (2007b) identified geography technological pedagogical content knowledge (see Figure 2) as a necessary component for teacher education programs to focus on in order to facilitate increased integration of geospatial technologies (e.g., Google Earth) into K - 12 classrooms.

Technological pedagogical content knowledge (Mishra & Koehler, 2006) Since its formal introduction in 2006, TPACK as a theoretical concept has been embraced by technology integration communities (e.g., Society for Information Technology and Teacher Education; see http://site.aace.org/conf/) who have long struggled to define, explain, and stress the role of technology within the field of education (Doering, Veletsianos, & Scharber, 2007; Thompson & Mishtechnology integration communities (e.g., Society for Information Technology and Teacher Education; see http://site.aace.org/conf/) who have long struggled to define, explain, and stress the role of technology within the field of education (Doering, Veletsianos, & Scharber, 2007; Thompson & MishTechnology and Teacher Education; see http://site.aace.org/conf/) who have long struggled to define, explain, and stress the role of technology within the field of education (Doering, Veletsianos, & Scharber, 2007; Thompson & Mishtechnology within the field of education (Doering, Veletsianos, & Scharber, 2007; Thompson & Mishra, 2007).

Mishra and Koehler's (2006) framework, technological pedagogical content knowledge (referred to in this paper as technology, pedagogy, and content knowledge, or TPACK), provides a suitable starting point in our search for the «conceptual home» of technology in the social studies (Martorella, 1997).

Mishra and Koehler conceived of instruction as a Venn diagram made up of three overlapping circles or bodies of knowledge: pedagogical knowledge, content knowledge, and technology knowledge.

A recreation of Mishra and Koehler's (2006) model of Shulman's (1986) PCK framework in «Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge» by P. Mishra & M. J. Koehler, 2006, Teachers College Record, 108 (6), p. 1022.

The American Association of Colleges of Teacher Education published a landmark work, the AACTE Handbook of Technological Pedagogical Content Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different conPedagogical Content Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different conpedagogical approaches to the use of technology in different content areas.

Pedagogical uses of technology have been well - established because general pedagogical knowledge is accessible to preservice, novice, and practicinPedagogical uses of technology have been well - established because general pedagogical knowledge is accessible to preservice, novice, and practicinpedagogical knowledge is accessible to preservice, novice, and practicing teachers.