Transforming pre-service teacher curriculum: Observation through a TPACK lens
Jennifer V. Lock, University of Calgary ; Petrea Redmond, University of Southern Queensland
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, Publisher: Australasian Society for Computers in Learning in Tertiary Education
This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today's technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning.
Lock, J.V. & Redmond, P. (2010). Transforming pre-service teacher curriculum: Observation through a TPACK lens. In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (pp. 559-564). Australasian Society for Computers in Learning in Tertiary Education.
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From socialisation to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning
Meng Tee, Shuh Lee & Shuh Lee
Australasian Journal of Educational Technology Vol. 27, No. 1 (Jan 01, 2011)
A Case Study of a TPACK-Based Approach to Teacher Professional Development:Teaching Science With Blogs
Kamini Jaipal-Jamani & Candace Figg, Brock University, Canada
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 161–200
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