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Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK)
ARTICLE

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Computers & Education Volume 102, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Technological pedagogical content knowledge (TPACK) encapsulates teachers' pedagogical knowledge for the integration of information and communications technologies (ICT). It is created as teachers engage in collaborative talk during the design of ICT lessons. Design frames characterize teachers' design reasoning and can substantially influence teachers' TPACK considerations. Yet, this aspect of teachers' TPACK is not well understood. This study examined the design talk conducted by 27 Singapore primary teachers as they worked in teams to integrate student-centered ICT lessons into their school curriculum. Through content analysis and chi-square analyses of about 35 h of coded design talk, it was found that teachers used seven design frames and predominantly considered pedagogical content knowledge, TPACK, and design knowledge when they engaged in ICT lesson design. Teachers' consideration of pedagogical content knowledge was driven by design frames related to idea development, perception, enactment, institutional considerations, and interpersonal factors. On the other hand, teachers emphasized idea development and enactment when they considered TPACK. Teachers also had to consider the management of design processes during ICT lesson design. The implications for teacher ICT professional development are discussed.

Citation

Koh, J.H.L. & Chai, C.S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education, 102(1), 244-257. Elsevier Ltd. Retrieved July 23, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2016.09.003

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