Developing and Maintaining a TPACK Focus in the Preservice, Inservice and Teacher-Preparation Classroom
Jeffrey Kenton, Towson University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
TPACK shows a lot of promise as a focus point for design for educators, preservice teachers and faculty members in preservice preparation programs. TPACK is an effective way to organize thinking about what modern technology-using teachers need to know and be able to do. While the existing literature clearly demonstrates TPACK's promise as a teaching method, theoretical foundation and analytic lens, detailed descriptions of these principles in action are nearly absent. Specifically, more complete analyses of what each of the actors (teachers, students, content and technology) are doing (or are supposed to be doing) within the TPACK framework is needed. The purpose of this chapter is to present and dissect a scenario that focuses on TPACK integration, suggesting how preservice programs and inservice teachers can develop and maintain the requisite planning skills to use TPACK effectively in the classroom.
Kenton, J. (2009). Developing and Maintaining a TPACK Focus in the Preservice, Inservice and Teacher-Preparation Classroom. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3782-3788). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).