Sentences with phrase «technology pedagogical content»

Teaching and learning with computers in schools: The development of instructional technology pedagogical content knowledge.

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

Preparing teachers to teach science and mathematics with technology: Developing a technology 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).

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).

Not exact matches

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.

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

Combining knowledge from multiple subdomains to effectively integrate technology while guiding students to increase specific content knowledge and skills using appropriate pedagogical approaches.

Teachers need to select and utilize effective pedagogical strategies and technologies that are appropriate for the content and context.

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.

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

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.

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.

Any decision to use a technology is pedagogical in nature and will both reflect and impact how content is engaged in the classroom.

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.

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-.

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).

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).

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

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

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.

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.

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).

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

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).

Therefore, the preservice teacher in this example must be taught (a) to identify individual students» learning styles, (b) content specific pedagogical practices that account for student differences, and (c) ways to use technology to scaffold and facilitate student learning.

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).

Our enhanced model is designed to promote inclusive pedagogical perspectives at the nexus points between content, technology, and pedagogy.

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.

Using the principles we offer above, we suggest that English language arts methods classes can infuse technology in a way that does not interfere with the content pedagogy but supports it in a way that actively involves students and prepares them with the technical and pedagogical skills for creating the new learning - centered classroom.

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

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.

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).

We understand that educational technology courses may teach computer skills — but technology applications really can and should also be introduced and reinforced in methods courses — modeled in and applied to specific pedagogical constructs within the content areas.

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

Analysis of the professional development sessions revealed the need for more professional development focused on enhancing teachers» ability to connect mathematical ideas using technology and on their pedagogical and content skills to work with multiple representations of mathematical ideas.

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).