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TPACK for Science Teachers: Principles for Designing an Online Self-Paced Professional Development Race to the Top (RT3) Course
PROCEEDINGS

, , Georgia Institute of Technology, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

TPACK framework brings a new approach to help teachers incorporate technologies into their classes. However, it is still not clear how science teachers could be assisted to master critical TPACK. In this paper, based on the relevant literature, we propose several principles to design and develop science teachers’ TPACK curriculum. We will illustrate how we use these principles in a Race to the Top (RT3) online self-paced professional development course. Those principles demonstrate our effort to advance related knowledge. Discussion of these principles would have implications for other similar course design or professional development program.

Citation

Lin, J. & Thompson, C. (2013). TPACK for Science Teachers: Principles for Designing an Online Self-Paced Professional Development Race to the Top (RT3) Course. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 844-848). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 13, 2019 from .

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