Sentences with phrase «pedagogical content into»

Not exact matches

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.

The TPACK (Technological Pedagogical Content Knowledge) framework lays out the knowledge that educators need in order to successfully integrate technology into their teaching.

While the Technological Pedagogical Content Knowledge (TPACK) framework, new for the 5th edition, provides teachers with the knowledge and skills to overcome obstacles when integrating technology into their curriculum — across the contentContent Knowledge (TPACK) framework, new for the 5th edition, provides teachers with the knowledge and skills to overcome obstacles when integrating technology into their curriculum — across the contentcontent areas.

To be honest, the longest part is to think about the pedagogical content that you will put into your online training simulation.

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).

A teacher leader who brings deep understanding of the content might glean more from lesson planning activities, where s / he can practice incorporating that content into lessons featuring sound pedagogical approaches.

In so doing, they would gain pedagogical content knowledge (Grossman, Schoenfeld, & Lee, 2005; Shulman, 1986) by connecting theory and practice to gain insights into both.

Classroom technology is integrated into content and pedagogical practices at the teacher's discretion; not all teachers will integrate technology into their practice, and those who do use technology adopt the technology in varying degrees of integration.

This approach takes into account that many school districts provide classroom teachers with limited face - to - face professional development time to learn new content knowledge and pedagogical approaches for teaching with geospatial technologies.

Pedagogical content knowledge is further divided into propositional knowledge and procedural knowledge.

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).

Bring DNA Mathematics experts to your school or district for a deep dive into relevant mathematics content, effective pedagogical actions, appropriate classroom norms, meaningful assessment, and collaborative teacher team efforts.

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.

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

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.

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).

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.

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.