Technological Pedagogical Content Knowledge

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Handbook Of Technological Pedagogical Content Knowledge Tpck For Educators

Author : Mary C. Herring
ISBN : 9781317639763
Genre : Education
File Size : 45.85 MB
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Published by Taylor & Francis Group for the American Association of Colleges for Teacher Education This Handbook addresses the concept and implementation of technological pedagogical content knowledge -- the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: What is Technological Pedagogical Content Knowledge? Integrating Technological Pedagogical Content Knowledge into Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms based on consensus standards and rubrics for effectiveness. As the title of the concluding chapter declares, "It’s about time!" The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org.
Category: Education

Handbook Of Technological Pedagogical Content Knowledge Tpack For Educators

Author : Mary C. Herring
ISBN : 9781317675051
Genre : Education
File Size : 78.75 MB
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The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge—the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: Current thoughts on TPACK Theory Research on Technological Pedagogical Content Knowledge in Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms.
Category: Education

Technological Pedagogical Content Knowledge Tpack Framework For K 12 Teacher Preparation Emerging Research And Opportunities

Author : Niess, Margaret L.
ISBN : 9781522516224
Genre : Education
File Size : 85.76 MB
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Educational technologies are vastly becoming a common-place entity in classrooms as they provide more options and support for teachers and students. However, many teachers are finding these technologies difficult to use as they were never fully trained on how to utilize it or have received little instruction on how to effectively apply it in the classroom. Technological Pedagogical Content Knowledge (TPACK) Framework for K-12 Teacher Preparation: Emerging Research and Opportunities features contemporary insights into a multi-year research effort that concluded with the design and development of an online TPACK learning trajectory. Highlighting how this development impacts the design of professional development coursework for educators, this publication is a critical work for in-service teachers, researchers, and online course developers.
Category: Education

Technological Pedagogical Content Knowledge

Author : Charoula Angeli
ISBN : 9781489980809
Genre : Education
File Size : 28.32 MB
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Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers’ cognitive understanding of the interactions of technology with content, pedagogy and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop and assess TPCK.
Category: Education

Technological Pedagogical Content Knowledge

Author :
ISBN : STANFORD:br704kf7669
Genre :
File Size : 43.29 MB
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Improving learning experiences for all students is the ultimate goal of research in technology use in education. With more availability and better usability of technology in schools, the potential for teachers to use digital tools in schools is greater than ever. However a key factor determining whether new technologies are adopted is the extent to which teachers know how to use them to support students' learning. The special knowledge of how technologies can support students' learning of subject area content is known as technological pedagogical content knowledge (TPACK). This study explored the relationship of accomplished teachers' TPACK confidence to their use of technology with students and to their teaching and learning contexts. In an online survey, 307 National Board Certified teachers provided information about the frequency and breadth of their computer use with students; their use of computers in their personal lives; the school, classroom, and personal resources available to them for learning; and the people in their learning networks supporting their learning to use new technologies for teaching. Although the representativeness of the sample was limited and the measures self-reported, they provided rich opportunities to discover relationships and suggest avenues for supporting teacher learning of new technologies. Analyses showed that these accomplished teachers' confidence in their knowledge of how to use new technologies for teaching was different from their confidence in using technologies more generally. Further, TPACK confidence related to student use of computers in the classroom. No associations were found between TPACK confidence and age, gender, grade levels, subject areas, or student populations. However, confidence in teaching with technology did relate to measures of the teachers' learning resources. More varied learning resources and more productive social learning networks were associated with higher TPACK confidence. Three key types of support provided by learning partners -- learning together, posing challenges, and connecting the teacher to others to learn from -- were significantly more common among high-TPACK teachers. Findings in this study point to ways we might further understand, and subsequently increase, teacher confidence in using new technologies to support student learning. Several questions are raised for future research: Do learning resources lead to confidence in knowledge, or does confidence lead to awareness of existing resources? To what extent can TPACK be measured without first assessing the teacher's PCK? And how might we develop survey measures that reliably capture the complexity of technological pedagogical content knowledge? Understanding TPACK and the conditions under which it develops is an important field of research, as we strive to help teachers learn to use new technologies effectively to support powerful student learning.
Category:

New Directions In Technological Pedagogical Content Knowledge Research Multiple Perspectives Hc

Author : Myint Swe Khine
ISBN : 1681231050
Genre : Education
File Size : 81.20 MB
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In the past decades wide-ranging research on effective integration of technology in instruction have been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and learning process. However, in order to put the technology in optimum use, knowledge about how and in what way technology can enhance the instruction is also essential. A number of theories and models have been proposed in harnessing the technology in everyday lessons. Among these attempts Technological Pedagogical Content Knowledge (TPACK) framework introduced by Mishra and Koehler has emerged as a representation of the complex relationships between technology, pedagogy and content knowledge. The TPACK framework extends the concept of Shulman's pedagogical content knowledge (PCK) which defines the need for knowledge about the content and pedagogical skills in teaching activities. Since then the framework has been embraced by the educational technology practitioners, instructional designers, and educators. TPACK research received increasing attention from education and training community covering diverse range of subjects and academic disciplines and significant progress has been made in recent years. This book attempts to bring the practitioners and researchers to present current directions, trends and approaches, convey experience and findings, and share reflection and vision to improve science teaching and learning with the use of TPACK framework. A wide array of topics are covered in this book including applications in teacher training, designing courses, professional development and impact on learning, intervention strategies and other complex educational issues. Information contained in this book provides knowledge growth and insights into effective educational strategies in integration of technology with the use of TPACK as a theoretical and developmental tool. The book will be of special interest to international readers including educators, teacher trainers, school administrators, curriculum designers, policy makers, and researchers and complement the existing literature and published works.
Category: Education

Handbook Of Research On Tpack In The Digital Age

Author : Niess, Margaret L.
ISBN : 9781522570028
Genre : Education
File Size : 65.7 MB
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The impact of digital technologies in education has called for teachers to be prepared to facilitate their students’ learning through communication, collaboration, critical thinking, and creativity. In order to create ideal learning environments for their students, teachers must develop a more integrated knowledge for infusing digital technologies as learning tools, a knowledge referred to as TPACK. The Handbook of Research on TPACK in the Digital Age provides innovative insights into teacher preparation for the effective integration of digital technologies into the classroom. The content within this publication represents the work of online learning, digital technologies, and pedagogical strategies. It is designed for teachers, educational designers, instructional technology faculty, administrators, academicians, and education graduate students, and covers topics centered on classroom technology integration and teacher knowledge and support.
Category: Education

Tpack

Author : Information Resources Management Association
ISBN : 1522579184
Genre : Education
File Size : 34.68 MB
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"This book is an authoritative resource for the latest research on the integration of technological knowledge, pedagogical knowledge, and content knowledge in the contexts of primary to higher education. Highlighting a range of pertinent topics such as pedagogical strategies, blended learning, and technology integration"--
Category: Education

Examining The Relationship Between Technological Pedagogical Content Knowledge Tpack And Student Achievement Utilizing The Florida Value Added Model

Author : Ivan Farrell
ISBN : OCLC:959291858
Genre :
File Size : 28.8 MB
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The purpose of this study was to examine the relationship between the TPACK of in-service teachers and student achievement measured with each individual teacher's VAM score. The TPACK survey results, and a teacher's VAM score were also examined, separately, with respect to the following teacher attributes: gender, number of certification areas, highest degree earned, years teaching, subjects currently taught by teacher, teaching in/out of subject area, percentage of disadvantaged students at school, and grade level. The study used existing data, VAM scores for each teacher, and data collected from the survey developed and validated by Sahin (2011). Results showed no relationship between a teacher's VAM score and the TPACK survey overall or its individual constructs. Upon examination of VAM scores and teacher attributes, subject area, the percentage of economically disadvantaged students at the teacher's school, and grade level of the teacher were all significantly related to VAM scores. In addition, the TPACK survey results overall and its constructs were also examined with teacher attributes, among the significant relationships were gender, subject area, the number of certifications, highest degree held by the teacher, years teaching, and teaching in/out of area. Future research should examine different measures of student achievement with TPACK. This could involve the use of different Value-Added models utilized in other states. The study also found a statistically significant relationship between a teacher's VAM score and the percentage of economically disadvantaged students at the teacher's school. Future research should be conducted in additional counties in the State of Florida examining this relationship to determine if this relationship exists in the population. Teacher pay has been historically determined by years of teaching experience, yet in this study years of experience had no relationship to student achievement. Future research should examine the role teaching experience plays with knowledge associated with effective teaching and student achievement.
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Locating The Critical Component In Technological Pedagogical And Content Knowledge Tpack

Author : Vicki Ann Hosek
ISBN : 0438854357
Genre :
File Size : 64.78 MB
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The objectives of this study were to gain an understanding of how practicing teachers believe they are prepared to meaningfully and critically integrate technology into their classroom practices; and to understand how practicing teachers recruited those beliefs into their teaching practices. This included gaining an understanding of what they believed led to their engagement in the critical dimensions of technology use in their teaching practices. This mixed-methods study contained two phases. In Phase 1, 58 graduate students in a College of Education completed a newly developed Critical Technological Pedagogical Content Knowledge (C-TPACK) survey containing likert-scale and open-ended questions. A subset of four graduate students, who were also practicing teachers, participated in Phase 2 of this study where lesson plans, observations, and interviews were analyzed. The findings indicated that limited training in and exposure to C-TPACK during teacher education coursework and professional development (PD), uncertainty about students’ critical digital literacies (CDL), the teachers’ varying understandings of CDL, resource limitations and restrictive school policies posed barriers for the teachers’ recruitment of CTPACK to their practices. These findings showed the importance of tying critical theory to technology in education coursework and PD programs. This study proposes the use of a theoretical framework that prioritizes critical theory, namely the C-TPACK framework, when analyzing teachers’ technology integration practices.
Category:

Examining Pedagogical Content Knowledge

Author : Julie Gess-Newsome
ISBN : 9780306472176
Genre : Science
File Size : 74.12 MB
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This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs.
Category: Science

The Relationship Between Secondary Teachers Technological Pedagogical Content Knowledge And Technology Integration Factors

Author : Randal Cody Raper
ISBN : OCLC:1080526899
Genre : Educational technology
File Size : 64.62 MB
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Research in educational technology has led to the discovery of factors for successful technology integration into the classroom—technology access and support, professional development, attitudes toward technology, technology use by students, and technology use by teachers. Additionally, using the Technological Pedagogical Content Knowledge (TPACK) theoretical framework, a teacher’s understanding of the knowledge required to effectively implement technology can be measured. This study attempted to examine the relationship between teachers’ TPACK score and the key indicators of technology integration using the TPACK survey and the Survey of Technology Integration and Related Factors (STIR). Using a nonexperimental, correlational design, participants were selected from a population of secondary teachers at two school systems in East Tennessee who use the learning management system (LMS) Blackboard. The total sample size was 129 participants. Data were analyzed using a canonical correlation to examine relationships. Results of the survey indicated that a statistically significant relationship exists between a teacher’s TPACK score and the five factors of technology integration, with general technology usage by the teacher, teacher attitudes toward technology, and professional development having the largest effects. Further research should be conducted on differing populations, populations that do not use Blackboard LMS, and other integration variables. Furthermore, studies that include teaching experience as a covariate or longitudinal studies regarding TPACK and technology integration factors should be researched.
Category: Educational technology