Sentences with phrase «using pedagogical content knowledge»

Where Green's narrative shines is in portraying the complex cognitive work of teachers using pedagogical content knowledge to advance their students» understandings.

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

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).

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

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.

As a strategy employed by teacher leaders, professional development may be used for various purposes such as supporting implementation of curriculum, introducing new pedagogical strategies, and deepening mathematics and science content knowledge.

In a follow - up study, Sherin and van Es (2009) identified three primary research agendas for the use of video in supporting teacher learning: increasing pedagogical repertoire, developing content knowledge for teaching, and «learning to notice» important features of classroom interactions.

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 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.

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).

A key part of the curriculum - linked professional development approach includes a hybrid form of professional development that uses a limited number of face - to - face sessions and Web - based curriculum support materials delivered over the Internet to promote teachers» geospatial science pedagogical content knowledge in addition to science content knowledge.

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).

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.

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

The majority of teachers noted that both their science pedagogical content knowledge and geospatial pedagogical content knowledge increased as a direct result of their use of the curriculum and educative support materials (Table 3).

Technological pedagogical knowledge (TPK), or the use of specific pedagogical strategies or techniques to teach with technology so that content knowledge is enhanced.

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

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.

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).

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.

These sessions may also be used to write or revise curriculum maps and to further develop teachers» math content and pedagogical 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.

To study the effect of instructing with technology, pedagogy, and content knowledge (TPACK), teachers were asked to apply pedagogical, mathematical, and cognitive fidelity to technology used in an instructional unit they were designing.

Teachers who excel must apply deep content knowledge and specialized pedagogical expertise to maximize student learning by developing curricula, planning lessons, analyzing formative data, adjusting plans in response to outcomes from previous lessons, and using different methods of delivering and structuring lessons.

The American Association of Colleges of Teacher Education published a landmark work, the AACTE Handbook of Technological Pedagogical Content Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different conPedagogical Content Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different contentContent Knowledge (2008), with chapters devoted to pedagogical approaches to the use of technology in different conpedagogical approaches to the use of technology in different contentcontent areas.