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The Interactive Online Course-Level Orientation Module: Fostering TPACK and an Introduction to Domain Knowledge
PROCEEDING

, University of Texas at Arlington, United States ; , The University of Texas at Arlington, United States ; , University of North Dakota, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

A course-level orientation module for online and/or face-to-face classes can provide a dual purpose: fostering of Teacher Pedagogical Content Knowledge [TPACK] (Mishra & Koehler, 2006), fostering of teacher presence (Garrison & Arbaugh, 2007), as well as offering an introduction to the domain-specific knowledge of the course. The way the course level orientation is structured can also potentially lay the groundwork for student expectations for the course as well as prepare them for digital tasks such as discussion boards or creation of multimedia (e.g. podcasts or videos). This best practices session focuses on the rationale, structure, and content of a course-level orientation for several different online classes in a teacher preparation program. The ways that it was differentiated and personalized will be shared. These modifications are applicable and easy to implement for both beginning and veteran teachers, as well as for novices and more expert users of technology.

Citation

Semingson, P., Mason, M. & Keengwe, J. (2017). The Interactive Online Course-Level Orientation Module: Fostering TPACK and an Introduction to Domain Knowledge. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 287-292). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2019 from .

Slides