Incorporating Knowledge of Students Systematically into TPACK-based Instruction: An Illustration
Judi Harris, School of Education, College of William & Mary, United States ; Marcela van Olphen, Saint Leo University, United States ; Mark Hofer, School of Education, College of William & Mary, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
How might teachers’ knowledge of students’ specific learning needs and preferences be incorporated into their TPACK, and subsequently into their practice? How can this knowledge help teachers to select and employ particular technologies in specific ways that can accommodate students’ differing learning requirements? Building upon previous work that supports teachers’ TPACK-based instructional planning with taxonomies of learning activity types in nine different curriculum areas, we developed a taxonomy of teaching strategies, each supported by recommended digital technologies, that are specific to particular learners’ needs. In this first TPACK-based teaching strategies taxonomy, the needs of English Language Learners (ELLs) are addressed. The new taxonomy is designed to be used in concert with one or more curriculum-based learning activity types taxonomies, scaffolding the development and use of teachers’ TPACK while they are planning curriculum-based, well-differentiated instruction.
Harris, J., van Olphen, M. & Hofer, M. (2013). Incorporating Knowledge of Students Systematically into TPACK-based Instruction: An Illustration. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 5054-5061). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).
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TPACK in Special Education: Preservice Teacher Decision Making While Integrating iPads Into Instruction
Susan Anderson, Robin Griffith & Lindy Crawford, Texas Christian University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 97–127
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