Central Component Descriptors for Levels of Technological Pedagogical Content Knowledge
ARTICLE
Margaret L. Niess
Journal of Educational Computing Research Volume 48, Number 2, ISSN 0735-6331
Abstract
Technological pedagogical content knowledge (TPACK) proposes a theoretical framework that incorporates four central components: an overarching conception of what it means to teach with technology, knowledge of students' thinking and understandings of specific topics with technologies, knowledge of curricular materials that incorporate technologies, and knowledge of instructional strategies and representations for teaching subject matter with technologies. This interpretive case study, conducted over a 3-year period, identified descriptors aligned with the four central components of TPACK to highlight differences in teachers' knowledge levels when integrating spreadsheets as learning tools in mathematics. (Contains 1 table and 1 figure.)
Citation
Niess, M.L. (2013). Central Component Descriptors for Levels of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 48(2), 173-198. Retrieved August 10, 2024 from https://www.learntechlib.org/p/131845/.
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Keywords
- case studies
- Check Lists
- Computer Assisted Instruction
- Definitions
- Educational Strategies
- educational technology
- Inservice Teacher Education
- Mathematics Instruction
- Mixed Methods Research
- Observation
- Pedagogical Content Knowledge
- Portfolios (Background Materials)
- Practicums
- Pretests Posttests
- Questionnaires
- Secondary School Teachers
- Spreadsheets
- Summer Schools
- teaching methods
- technology integration
Cited By
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Experiences, Discourse and Critical Reflections Reveal an Innovative Online Instructional Combination
Margaret Niess, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2499–2507
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Teaching Geometry In The 21st Century: Investigating Teachers’ Technological Pedagogical Content Knowledge Levels
Enver Tatar, Atatürk University, Turkey; Ruhşen Aldemir, Kafkas University, Turkey; Margaret Niess, Oregon State University, United States
Journal of Computers in Mathematics and Science Teaching Vol. 37, No. 2 (April 2018) pp. 111–129
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Re-characterizing Learner Engagement with Technology in an Online Mathematics Education MS Program
Henry Gillow-Wiles & Margaret Niess, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1–8
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Knowledge-of-Practice for Teaching with Technologies: Pedagogically-focused Experiences and Reflections
Margaret Niess & Henry Gillow-Wiles, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2589–2597
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A Systems Approach for Integrating Multiple Technologies as Important Pedagogical Tools for TPACK
Henry Gillow-Wiles & Margaret Niess, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2501–2508
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