Learning by Design as an Approach for the Development of Science Teachers ICT-Related Pedagogical Content Knowledge
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Authors
Society for Information Technology & Teacher Education International Conference, 2005 in Phoenix, AZ, USA ISBN 978-1-880094-55-6
Abstract
The purpose of the study was to examine the extent to which learning by design could be an effective approach for developing science teachers' ICT-related pedagogical content knowledge (ICT-related PCK) during an ICT teacher professional development program. A qualitative analysis of participants' ICT-lessons indicated that the learning by design approach could potentially be an effective approach for developing science teachers' ICT-related PCK considering the fact that the construct of ICT-related PCK develops over time with actual teaching experience, and thus a one-time training program would certainly not be enough to adequately prepare all participants to integrate ICT in their teaching.
Citation
Valanides, N. & Angeli, C. (2005). Learning by Design as an Approach for the Development of Science Teachers ICT-Related Pedagogical Content Knowledge. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3767-3774). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/p/19736.
© 2005 AACE