Sentences with phrase «as pedagogical content knowledge»

He described the know - how of teachers as pedagogical content knowledge:

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Teachers need their own version of boards — a rigorous set of requirements that would include exams of content and pedagogical knowledge, observations of teaching, and examinations of students» work — which would certify teachers as having successfully completed their training and earned their membership into a demanding and highly skilled profession.

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

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).

Therefore, after selecting teachers with the appropriate background content and pedagogical content knowledge and skills (addressing weaknesses as necessary), experienced practitioners noted that a preparation program for teacher leaders should develop and strengthen their abilities to serve as leaders.

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.

As a strategy employed by teacher leaders, professional development may be used for various purposes such as supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledgAs a strategy employed by teacher leaders, professional development may be used for various purposes such as supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledgas supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledge.

Hill, Ball and Brian Rowan find only modest links between measures of the mathematical knowledge that teachers need for teaching and their students» performance on standardized math tests, and the vaunted Measures of Effective Teaching project had to abandon its content knowledge for teaching measures, designed to assess some aspects of pedagogical content knowledge, as they were not associated with student achievement.

However, beyond content knowledge, pedagogical practices change as research changes.

This study presents a refined technological pedagogical content knowledge (also known as TPACK) based instructional design model, which was revised using findings from the implementation study of a prior model.

The inclusion of the three levels of specificity resonates with Lee and Hollebrands» (2008) observation that TPACK can be conceptualized as technological and pedagogical knowledge nested within content knowledge.

Lastly, the need to work effectively with technology as English teachers supports efforts to develop preservice teachers» technological pedagogical content knowledge during university preparation.

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.

The majority of teachers noted that both their science pedagogical content knowledge and geospatial pedagogical content knowledge increased as a direct result of their use of the curriculum and educative support materials (Table 3).

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.

In determining what teachers need to know, Shulman (1987) describes four areas as essential: general pedagogical knowledge (how to teach), content knowledge (science), pedagogical content knowledge (how to teach science), and disciplinary knowledge (inquiry and scientific processes).

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. 160As 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. 160as well as] teacher as curricular gatekeeper» (p. 160as] teacher as curricular gatekeeper» (p. 160as curricular gatekeeper» (p. 160).

As technological tools become more ubiquitous in classroom settings, teachers must expand their pedagogical content knowledge to include a critical stance about technology use.

In TPACK, technological knowledge is added as an additional dimension along with content and pedagogical knowledge.

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).

Perhaps more importantly, the HI FIVES professional development and project as a whole centered around fostering teacher creation of SEGs for implementation in their classrooms, which both afforded opportunity for TPACK improvement and encouraged teachers to embed their current content and pedagogical knowledge within the games they would later implement in their classroom.

If the focus is mainly on content and pedagogical content knowledge, single subject PLCs allow teachers to have a similar knowledge base, as well as common needs and common experiences.

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.

Dispositions can be as important in teacher quality as pedagogical or content knowledge (Singh & Stoloff, 2008).

A change to the conceptual framework on a programmatic level is necessary to instill the necessary technological pedagogical content knowledge (or technology, pedagogy, and content knowledge, known as TPACK) that allows future teachers to integrate technology in a manner consistent with national standards (Wetzel, Foulger, & Williams, 2009).

Teachers» pedagogical content knowledge requires time to develop as novice teachers transition into the complex role of teaching (Mullholland & Wallace, 2005).

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

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.

In this clip, learn more about the missing paradigm — pedagogical content knowledge — as the «essence of great teaching.»

These types of exams fail to assess deep content knowledge, pedagogical skill, or performance leading a classroom.3 Additionally, many believe these types of exams act as a mechanism that disproportionately filters out potential teachers of color.4

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.

Although more current data are not available, Stein, Stuen, Carnine, and Long (2001) estimated that «textbooks serve as the basis for 75 to 90 % of classroom instruction» (p. 6), even though pedagogical content knowledge for teaching now would include the ideas of appraising, selecting, and modifying textbooks (as recommended by Ball, 2000).

At the heart of the continuum is National Board Certification, a process designed for teachers to demonstrate, through standards - based evidence, the positive impact they have on student learning as a result of their deep and abiding understanding of students, content knowledge, pedagogical practice, ongoing reflection and participation in learning communities.

Technological pedagogical content knowledge (now known as technology, pedagogy, and content knowledge, or TPACK) has become a widely referenced conceptual framework within teacher education.

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).

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge).

Since Mishra and Koehler's (2006) description of technological pedagogical content knowledge (also known as TPACK), scholars have analyzed the various paths preservice and in - service teachers can take to develop their knowledge in each of the subdomains.

The emerging analysis highlights the development of these young teachers» knowledge and understandings of digitized resources as they relate to historical thinking via a pragmatic meter and their pedagogical content knowledge.

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 & 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).

As technology becomes entwined in classrooms and schools, it will become braided into pedagogical knowledge, content knowledge, and pedagogical content knowledge such that the focus on technology will no longer be needed.

According to Neiss (2005), TPACK (or technology pedagogical content knowledge, as she referred to it at that time)

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.

At the same time, these new teachers often participate in advanced coursework to better understand the content knowledge and pedagogical skills that shape excellent teaching as they begin their practice.

Specifically, as a model, NTU would ensure the presence of three critical aspects of teacher preparation: (1) content knowledge, (2) pedagogical methods and theory, and (3) teaching experience and mentorship.