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
Knowledge) framework lays out the
knowledge that educators need in order to successfully integrate technology into their
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 content
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 conte
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 conte
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.
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.
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.
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).
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).
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.
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).
This TPACK is a blending of
pedagogical knowledge,
content knowledge, and technological
knowledge that is unique to the idea of teaching
content with
technology.
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).
Preservice elementary teachers as information and communication
technology designers: An instructional systems design model based on an expanded view of
pedagogical content knowledge.
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.
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.
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).
Placing
technologies in preservice English teacher reflection: Connecting reflective practice and technological
pedagogical content knowledge.
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.
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.
Technological
pedagogical content knowledge (now known as
technology, pedagogy, and
content knowledge, or TPACK) has become a widely referenced conceptual framework within teacher education.