Creative Synthesis and TPACK: Supporting Teachers Through a Technology and Inquiry-Rich Graduate Degree Program
ARTICLE
Meghan McGlinn Manfra, Hiller A. Spires, North Carolina State University, United States
CITE Journal Volume 13, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
This study offers a new way to assess TPACK within the context of a graduate program revitalized to focus on new literacies. Whereas previous studies have focused on teacher lesson planning or modeling best practices, our research examines TPACK by exploring the Creative Synthesis Projects of graduates from our program. These projects reveal the manner in which the teachers synthesized personal and professional insights gained over the course of graduate study. Portraits of four teachers provide a holistic understanding of the evolving nature of teacher professional knowledge, especially within the context of prolonged, authentic inquiry and reflection.
Citation
Manfra, M.M. & Spires, H.A. (2013). Creative Synthesis and TPACK: Supporting Teachers Through a Technology and Inquiry-Rich Graduate Degree Program. Contemporary Issues in Technology and Teacher Education, 13(4), 386-418. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/48969/.
© 2013 Society for Information Technology & Teacher Education
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