Evaluating PCK-EC in Practice – Case Study
PROCEEDING
Mercy L. Pena-Morales, Timothy Pelton, University of Victoria, BC, Canada, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The Pedagogical Content Knowledge in an Educational Context (PCK-EC) model was used as the framework for understanding a teacher’s knowledge for teaching a specific mathematics topic with the use of technological tools. From the teacher’s comments and responses, themes were identified to elaborate on the dimensions of the model (Attitudes, Knowledge of Technology, Knowledge of Learners’ cognition, Knowledge of Subject matter, and Knowledge of Pedagogy). The dimensions are not isolated, but rather they are inter-related. The teacher PCK-EC was illustrated based on the strong inter-relationships found between themes.
Citation
Pena-Morales, M.L. & Pelton, T. (2016). Evaluating PCK-EC in Practice – Case Study. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2251-2257). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/primary/p/172007/.
© 2016 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Doering, A., Veletsianos, G., Scharber, C. & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. J. Educational Computing Research, 41(3): 319-346.
- Hughes, J.E. (2005). The role of teacher knowledge and learning experiences informing technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 377-402.
- Loughran, J., Mulhall, P. & Berry, A. (2004). In search of pedagogical content knowledge in science: developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41, 370-391.
- Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Niess, M.L. (2011). Investigating TPACK: knowledge growth in teaching with technology. J. Educational Computing Research, 44(3), 299-317. Doi: 10.2190/EC.44.3.c
- Schön, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
- Stoilescu, D. (2011). Technological pedagogical content knowledge: Secondary school Mathematics teachers’ use of technology (Doctoral dissertation, University of Toronto).
- Western and Northern Canadian Protocol (2008), WNCP Common Curriculum Framework for Grades 10-12 Mathematics. Retrieved from: https://www.bced.gov.bc.ca/irp/pdfs/mathematics/WNCPmath1012/2008math1012wncp_ccf.pdf
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesSlides
- presentation_3071_48142.pptx (Access with Subscription)
