Teacher Knowledge and a New Domain of Expertise: Pedagogical Technology Knowledge
Journal of Educational Computing Research Volume 33, Number 3, ISSN 0735-6331
Although the content and nature of teachers' practical and theoretical knowledge has continued to evolve since the mid to late 1970s, current conceptualizations of teacher knowledge do not adequately reflect the knowledge and skills teachers need to successfully navigate a technologically rich educational environment. This article summarizes traditional and contemporary organizational schemes for teacher knowledge and argues that lacking from our understanding of teacher knowledge is a new domain of expertise: pedagogical technology knowledge. The theoretical development of this new knowledge base includes consideration of instructional and classroom management issues, the interplay between content and technology, and pedagogically appropriate conceptions and uses of technology. The theoretical development of this knowledge base has the potential to inform practice, frame instruction, and stimulate the thinking of both teachers and researchers.
Guerrero, S.M. (2005). Teacher Knowledge and a New Domain of Expertise: Pedagogical Technology Knowledge. Journal of Educational Computing Research, 33(3), 249-267.
Cited ByView References & Citations Map
Development of Pedagogical Technology Integration Content Knowledge in Preparing Mathematics Preservice Teachers: The Role of Instructional Case Analyses and Reflection
Wanjira Kinuthia, Laurie Brantley-Dias & Pier Angeli Junor Clarke, Georgia State University, United States
Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 645–669
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