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The Development of Technological Pedagogical Content Knowledge (TPACK): Part 1
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, Drexel University, United States ; , Monash University, Australia ; , Concordia University Chicago, United States ; , Michigan State University, United States ; , , University of Utah, United States ; , , Drexel University, 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

This session includes five empirical presentations that feature investigations undertaken to argue for and demonstrate practical applications of enhancing pre-service and in-service teachers’ knowledge of technology integration. The development of teachers’ Technological Pedagogical Content Knowledge (TPACK) framework is demonstrated through a variety of methodological approaches (e.g. ethnography), in varied contexts (e.g. online learning), and applied in varied applications of teaching and learning with technology (e.g. game-based learning). This spectrum of TPACK applications showcase what teachers’ knowledge of technology looks like in action, how it can be nurtured for novice and veteran teachers, and the impact context can have on their knowledge and skills as teachers who facilitate learning with technology.

Citation

Shah, M., Philips, M., Kessler, A., Rosenberg, J., Poitras, E., Fazeli, N., Barany, A. & Foster, A. (2017). The Development of Technological Pedagogical Content Knowledge (TPACK): Part 1. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2452-2456). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2019 from .

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