Sentences with phrase «technological pedagogical content knowledge»

The handbook of technological pedagogical content knowledge (TPCK) for educators.

Examples of textbook activities that may influence the development of technological pedagogical content knowledge in prospective elementary teachers are provided.

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).

A conceptual analysis of technological pedagogical content knowledge.

Preparing to teach mathematics with technology: An integrated approach to developing technological 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.

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.

Epistemological and methodological issues for the conceptualization, development, and assessment of ICT — TPCK: Advances in technological pedagogical content knowledge (TPCK).

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).

Meaningful engagement with technology during preparation supports preservice teachers in their efforts to develop the technological pedagogical content knowledge (or technology, pedagogy, and content knowledge [TPACK]; Mishra & Koehler, 2006) needed to understand «complex relationships between technology, content, and pedagogy and [use] this understanding to develop appropriate, context - specific strategies and representations» (p. 1029) in their future teaching.

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.

Placing technologies in preservice English teacher reflection: Connecting reflective practice and technological pedagogical content knowledge.

This article outlines recent changes in a social studies teacher education program and the role Web 2.0 tools played in developing meaningful activities centered on the development of sound technological pedagogical content knowledge (TPCK).

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).

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.

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).

This article describes experiences from a professional development project designed to prepare in - service eighth - grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I.

Teachers» technological pedagogical content knowledge and learning activity types: Curriculum - based technology integration reframed.

Much discussion has occurred around the concept of technological pedagogical content knowledge (Voogt, Fisser, Pareja Roblin, Tondeur, & van Braak, 2013).

The development of technological pedagogical content 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).

A qualitative approach to assessing technological pedagogical content knowledge.

Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture teachers» development of this portion of the knowledge base for teaching.

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.

Using these data sources, inferences about teachers» technological pedagogical content knowledge are drawn and validated.

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 proficiency and, with it, technological pedagogical content knowledge are important issues in teacher preparation and should certainly be taken up by English teacher educators.

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.

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).

Teachers» technological pedagogical content knowledge: Curriculum - based technology integration reframed.

The paper describes a proposal drawing on qualitative data produced during lesson study cycles to assess teachers» development of technological pedagogical 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.

This increased comfort with various media, in turn, supports the development of preservice teachers» technological pedagogical content knowledge during teacher preparation.

This finding demonstrates a need for teacher professional development at every educational level (e.g., preservice and in - service) to not only model best practices that employ technology but also seek ways to develop teachers» technological pedagogical content knowledge (TPCK, or technology, pedagogy, and content knowledge [TPACK]-RRB-.

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 handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 129 - 144).

The mthematics TPACK (technological pedagogical content knowledge) framework.

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.

What is technological pedagogical content knowledge?

Not exact matches

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).

The preservice teachers» decisions primarily reflected either a combination of their developing technological and general pedagogical knowledge (TPK) or the intersection of technological and pedagogical content knowledge (TPACK).

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.

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.

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.

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.

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.

Results revealed the need to provide teachers with opportunities to develop and explore an integration of technological, pedagogical, and content knowledge in the teaching and learning of algebra.

TPCK is the intersection of content knowledge, technological knowledge and pedagogical knowledge.