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Observational measures of Technological, Pedagogical, Content Knowledge (TPACK) in the integration of laptop computers in elementary writing instruction
PROCEEDINGS

, Wilfrid Laurier University, Canada

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Technological Pedagogical Content Knowledge (TPACK) of teachers involved in laptop integration was examined through qualitative analysis of planning meetings, interviews, and instructional observations. Teachers were implementing laptops in writing instruction for junior level (grades 4, 5 and 6) students in six French Immersion and English classrooms. Observational measures of teacher knowledge will add to the growing body of research supporting the need for TPACK in successful technology integration. The TPACK measures will be used in conjunction with individual teacher variables and support variables to test a model of successful integration (Mueller & Wood, 2009).

Citation

Mueller, J. (2010). Observational measures of Technological, Pedagogical, Content Knowledge (TPACK) in the integration of laptop computers in elementary writing instruction. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3907-3910). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2019 from .

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