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Examining the validity of the TPACK framework from the ground up: Viewing technology integration through teachers’ eyes. PROCEEDINGS

, , Utah State University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

One of continuing challenges of the PCK, and now TPACK, framework lies in how to measure teachers’ knowledge as characterized by these frameworks. In order to begin to overcome these challenges,one voice that is needed is that of the teachers. How do they describe what they need to know to integrate technology effectively into the classroom and does that description align with how researchers are describing knowledge within the TPACK framework? Using a grounded theory lens, a study was undertaken to examine how teachers’ reported beliefs fit within the TPACK framework.

Citation

Robertshaw, M.B. & Gillam, R.B. (2010). Examining the validity of the TPACK framework from the ground up: Viewing technology integration through teachers’ eyes. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3926-3931). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 25, 2017 from .

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