You are here:

Three Perspectives on Technological Pedagogical and Content Knowledge: Framing Technology Education using TPACK PROCEEDINGS

, , Brock University, Canada ; , Wilfred Laurier University, Canada

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

There is a need to explore teacher knowledge related to teaching with technology to better prepare teachers for successfully integrating technology into their daily instructional practices. Technology teacher educators have been using a variety of strategies and formats to investigate how Technological Pedagogical and Content Knowledge (TPACK) impacts teacher education. This symposium presents three papers with different perspectives on the use of the TPACK framework (Mishra & Koehler, 2008) to support the development of technologically-competent teacher candidates in teacher education university programs and their supervising teachers, then invites discussion regarding other applications of the TPACK model to develop courses, programs, and in-service workshops for teacher technology education.

Citation

Figg, C., Kamini, J. & Julie, M. (2011). Three Perspectives on Technological Pedagogical and Content Knowledge: Framing Technology Education using TPACK. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 926-928). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2018 from .

View References & Citations Map

References

  1. Bracewell, R.J., Sicilia, C., Park, J., & Tung, I. (2007, April). The problem of wide-scale Implementation of effective use of information and communication technologies for instruction: Activity theory perspectives. Presentation 1. Tracking adoption and non-adoption of ICT activities by teachers. Paper presented at the 2007 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
  2. Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology Integration. Educational Technology Research and Development, 53, 25–39.
  3. Jaipal, K. (2006). Cooperating Teachers’ Perceptions and Practices of Technology Integration and its Impact on Preservice Teachers. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology& Teacher Education International Conference 2006 (pp. 1634-1639). Chesapeake, VA: AACE.
  4. Jaipal, K., & Figg, C. (2010). Unpacking the “Total PACKage”: Emergent TPACK characteristics from a study of pre-service teachers teaching with technology. Journal of Technology and Teacher Education, 18(3), 415-441.
  5. Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054.
  6. Schmidt, D., Baran, E., Thompson, A., Koehler, M.J., Mishra, P., & Shin, T. (2009, March). Examining preservice teachers’ development of technological pedagogical content knowledge in an introductory instructional technology course. Paper presented at the 2009 International Conference of the Society for the Information and Technology& Teacher Education. March 2-6, Charleston, South Carolina.
  7. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  8. Vaughan, N.D. (2008). Investigating the Role of Communication and Information Technology in Canadian Pre-Service Teacher Education Programs. Canadian Society for Studies in Education (CSSE) Annual Conference, University of British Columbia, Vancouver, B.C. May.-928 DASHDASH

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.