«The «pre-fab» template tasks are intended to
respect teachers content knowledge while scaffolding their practice to in turn scaffold student skill acquisition», said Vignola.
Not exact matches
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).
Using the Tailored Design survey methodology (Dillman, 2007), this study examines a national sample of 596 K - 12 online
teachers and measures their
knowledge with
respect to three key domains as described by the TPACK framework: technology, pedagogy,
content, and the combination of each of these areas.