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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 August 15, 2018 from .

Keywords

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References

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Cited By

  1. Unpacking TPACK: reconsidering knowledge and context in teacher practice.

    Michael Phillips, Monash University, Australia; Matthew Koehler & Joshua Rosenberg, Michigan State University, United States; Benjamin Zunica, Monash University, Australia

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2422–2429

  2. Using Technology Pedagogical Content Knowledge Development to Enhance Learning Outcomes

    Agyei Douglas, University of Cape Coast, Ghana; Jared Keengwe, University of North Dakota, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2473–2481

  3. Testing a TPACK-Based Technology Integration Observation Instrument

    Mark Hofer, College of William and Mary, United States; Neal Grandgenett, University of Nebraska at Omaha, United States; Judi Harris, College of William and Mary, United States; Kathy Swan, University of Kentucky, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4352–4359

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.