Search results for tpack
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Is TPACK a theory?
Ralph Saubern
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 1985–1991
The field of educational technology research has been criticized as weak in relation to its use of theory and methodology. The Technological Pedagogical Content Knowledge (TPACK) framework is one of the few theories specific to educational...
Topics: Research & Evaluation, Technological, Pedagogical Content Knowledge (TPACK)
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Introducing SW-TPACK
Norma Schropshire
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2517–2523
This work-in-progress presentation addresses a research gap of the pedagogical knowledge required of social work faculty to competently prepare to teach with technology in distance education programs. Situated in Mishra and Koehler’s (2006)...
Topics: Technological, Pedagogical Content Knowledge (TPACK), Distance/Flexible Education, faculty development
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Measuring TPACK: Part 2
Joke Voogt; Punya Mishra; Ann Thompson; Denise Crawford; Wei Wang; Dale Niederhauser; Petra Fisser; Jo Tondeur; Johan van Braak; Ayoub Kafyulilo; Douglas Agyei
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2484–2487
Abstract: This symposium discusses several ways in which (pre-service) teachers’ TPACK can be measured. The first two studies unravel the TPACK survey (Schmidt et al., 2009), a self-report instrument to determine TPACK, and try to revalidate the...
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MOOCs, Communities and Distributed TPACK
Paolo Paolini; Nicoletta DI Blas; Aldo Torrebruno
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3364–3369
This paper is about TPACK as a model for explaining the dynamics and informing the design of innovative, ICT-based, educational experiences. The main thesis is that the TPACK model, in its more advanced versions, provides the necessary concepts to...
Topics: New Possibilities with Information Technology Education, Digital Storytelling/Video, Technological, Pedagogical Content Knowledge (TPACK)
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TPACK Growth at a Distance
Kathryn S. Lee; Yungwei Hao; Shaunna Smith
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 382–387
As part of a larger mixed methods study, this paper is reporting on the TPACK development of twelve graduate students enrolled in a teaching methods distance learning course at a large southwestern university in Texas. The TPACK survey was...
Topics: Distance Education, Teaching Methods, Distance/Flexible Education
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TPACK as shared, distributed knowledge
Hæge Nore; Kirsti L. Engelien; Monica Johannesen
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3920–3925
This article is summing up experiences from five years of Learning Networks established to facilitate the implementation of basic skills in all subjects and on all levels of primary and secondary education in Norway. Among the basic skills is...
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An International Investigation of TPACK
Petrea Redmond; Yehuda Peled
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3384–3389
Effective technology integration requires knowledge and skills of three key interdependent knowledge areas: pedagogical content knowledge, technology content knowledge and technological pedagogical knowledge. At the intersection of all these...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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What Is Technological Pedagogical Content Knowledge (TPACK)?
Mathew J. Koehler; Punya Mishra; William Cain
Journal of Education Vol. 193, No. 3 (2013) pp. 13–19
This paper describes TPACK, technological pedagogical content knowledge (originally TPCK), a teacher knowledge framework for technology integration that builds on Lee S. Shulman's construct of pedagogical content knowledge to include technology...
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Development of the TTF TPACK Survey Instrument
Romina Jamieson-Proctor; Peter Albion; Glenn Finger; Rob Cavanagh; Robert Fitzgerald; Trevor Bond; Peter Grimbeek
Australian Educational Computing Vol. 27, No. 3 (2013) pp. 26–35
One of the major outcomes from the national Teaching Teachers for the Future (TTF) Project in 2011 was the development and statistical validation of a survey instrument to measure the Technological Pedagogical Content Knowledge (TPACK) of pre...
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Learning by Design: TPACK in Action
Liangyue Lu; Laurene Johnson; Leigh Tolley; Theresa Gilliard-Cook; Jing Lei
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4388–4395
Effective technology integration requires teachers to construct technological pedagogical content knowledge (TPACK). To help teachers develop TPACK, Learning by Design (LBD) is one promising instructional model for creating such a learning...
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Unpacking TPACK: TPK Characteristics Supporting Successful Implementation
Candace Figg; Kamini Jaipal
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4069–4073
Competent teachers foster meaningful learning when they demonstrate the ability to connect subject matter content and pedagogical processes in ways that promote effective student learning in that content area. Using the TPCK model proposed by...
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Teachers' Rationale as Evidence of TPACK
Kimberly McCollum; Jered Borup; Charles Graham
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4408–4410
This presentation will describe the methodology of and report on the results from a study investigating pre-service teachers' rationale when making decisions about technology-enhanced lessons. The presenters will argue that the reasoning used by...
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A TPACK Development Model with Specified Constructs
Derya Baser; M. Yasar Ozden
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5012–5015
The purpose of this study to explore what preservice foreign language teachers perceive as the required knowledge and skills for successful technology integration. The study aims to identify specific knowledge types that are necessary for technology ...
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SITE Input for Mathematics TPACK Standards
Kathryn Shafer; Margaret Niess
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) p. 4541
This panel continues a task started at the Association of Mathematics Teacher Educators' 2008 annual conference, in which the technology committee began work on the development of TPCK standards for mathematics education. The goal is a set of...
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PCK and TPCK/TPACK: More than Etiology
Michael Phillips; Judi Harris
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2109–2116
In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for teaching, within which PCK was originally situated....
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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TPACK: A Framework for the CITE Journal
Glen Bull; Lynn Bell
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 1–3
During the same era in which this concept was being articulated, several teacher educator content associations and educational technology associations formed a collaborative organization. The participating representatives possessed a common belief...
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Explicitly Addressing TPACK in Preservice Teacher Curriculum
Mia Kim Williams; Keith Wetzel; Teresa Foulger; Todd Kisicki; Lisa Giacumo
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4429–4434
What does TPACK look like in preservice teacher preparation programs? This project explores candidates’ knowledge and experiences after participation in a TPACK-focused learning unit. This research uses mixed methods of survey data, interview and...
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TPACK and Technology Using Teacher Assessment Practices
Lara Ervin
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4239–4243
This study seeks to add to the body of research around the TPACK framework through an investigation into the current practices of self-identified technology-using teachers. The research will focus on how these teachers use technology to assess...
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An Elaborated Model of the TPACK Framework
Susan Cox; Charles Graham
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4042–4049
The introduction of the TPACK Framework has facilitated new and more rigorous study of teachers’ knowledge and use of technology in the classroom. However, the community interested in TPACK is still striving to develop a common understanding of what ...
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Mathematics Teacher TPACK Standards and Development Model
Margaret L. Niess; Robert N. Ronau; Kathryn G. Shafer; Shannon O. Driskell; Suzanne R. Harper; Christopher Johnston; Christine Browning; S. Asli Özgün-Koca; Gladis Kersaint
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 4–24
What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and...
Topics: Educational Technology, Preservice Teacher Education, Professional Development, Mathematics, Teachers
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What is Technological Pedagogical Content Knowledge (TPACK)?
Matthew Koehler; Punya Mishra
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 60–70
This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee...
Topics: Teaching Methods, Teachers, Educational Technology, Professional Development, Curriculum
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Open Educational Resources (OERs) for TPACK Development
Mark Hofer; Judi Harris
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2872–2877
We have developed customizable, modularized, TPACK-based online short courses that are designed to help elementary and secondary preservice teachers learn to plan technologically enhanced, curriculum-based lessons, projects, and units. We offer...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Insights into pre-service teachers’ TPACK
Teemu Valtonen; Sini Kontkanen; Jari Kukkonen; Erkko Sointu; Susanna Pöntinen
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2489–2496
This research focuses on pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK). Research data consists of 61 lesson plans written by second-year pre-service teachers in a Finnish teacher education department. The lesson plans...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Investigating In-Service Teachers' Workplace TPACK Development
Michael Phillips
Australian Educational Computing Vol. 28, No. 2 (2013) pp. 21–31
Technological, pedagogical and content knowledge (TPACK) provides a theoretical lens which attempts to identify the nature of knowledge required by teachers for technology integration in their teaching. While there have been hundreds of studies that ...
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Preservice Teachers + Pinterest = TPACK in Action
Paulette Stefanick; Debbie VanOverbeke
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3434–3437
This survey research study investigated the development of Pinterest boards by preservice teachers for use in math and reading methods courses and accompanying field experiences. After completing the Pinterest activities, 39 (34 females, 5 males)...
Topics: English Education, Technological, Pedagogical Content Knowledge (TPACK), mathematics education
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TPACK Teacher Preparation for Elementary Education
Mark Warner
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3126–3133
This paper presentation demonstrates how TPACK and problem-based learning are woven in the fabric of a successful teacher preparation course final project. As a final project, elementary education content area pedagogy students are required to work...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Examining TPACK in Practice Across Teacher Education
Daniel Mourlam; Yi Jin; Judi Harris; Jessica Duggan; Steven Chesnut; Christi Harp; Teresa Foulger; Teemu Valtonen; Erkko Sointu; Petra Fisser
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 1981–1984
The purpose of this symposium is to present to the TPACK community different approaches to teacher candidate TPACK development. In doing so, it is the hope that how TPACK is conceptualized and developed in practice across preservice teacher...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Refining TPACK Rubric through Online Lesson Plans
Mete Akcaoglu; Kristen Kereluik; Greg Casperson
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4260–4264
The purpose of this research study was twofold. First, we sought to refine a rubric originally created to assess the pre-service teachers' TPACK. Second and in doing the first, we sought to assess lesson plans created by leading technology companies ...
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The Validation of an Instrument Measuring TPACK
Nicolette Burgoyne; Charles R. Graham; Richard Sudweeks
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3787–3794
The TPACK framework is becoming increasingly pervasive in teacher education. Researchers and practitioners have been seeking reliable and valid ways to measure the constructs associated with the TPACK framework. This paper describes the development...
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Preservice Secondary Mathematics Teachers’ Beliefs and TPACK
Somin Kim
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2528–2530
This study examines four preservice secondary mathematics teachers’ beliefs about the nature of mathematics, learning and teaching mathematics, and the use of technology, and their technological pedagogical content knowledge (TPACK). For this study, ...
Topics: mathematics education, Technological, Pedagogical Content Knowledge (TPACK)
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Measuring TPACK in Vietnam: Issues still remain
Kathy Jordan; Huong Dinh; Jennifer Elsden-Clifton
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 851–856
Abstract: In recent times, there has been a lot of research interest in the TPACK framework particularly in the United States and Australia, which seeks to explain the knowledge that teachers need to integrate ICT into practice (Abbitt 2011....
Topics: Implementation Experiences, improving classroom teaching
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Quo vadis TPACK? Scouting the road ahead
Dominik Petko
EdMedia + Innovate Learning 2020 (Jun 23, 2020) pp. 1349–1358
Technological Pedagogical Content Knowledge (TPACK) is one of the most prominent models of teacher knowledge for technology integration in education. Although TPACK has been highly inspiring for theory and practice, there has been a noticeable...
Topics: Keynote
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National Technology Leadership Coalition TPACK Initiative: Illustrating TPACK through Video-based Teaching Cases
Mike Searson; David Slykhuis; John Lee; Mark Hofer; Glen Bull
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) p. 5095
SITE is collaborating with peer associations in the National Technology Leadership Coalition (NTLC) to develop video-based teaching cases illustrating effective use of TPACK. Participating associations developing pilot teaching cases include the...
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Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures?
Aaron Drummond; Trudy Sweeney
British Journal of Educational Technology Vol. 48, No. 4 (June 2017) pp. 928–939
In recent years, approaches to developing teacher competency in technology integration have moved away from an over emphasis on technological knowledge, to focus on the essential connections between technology, pedagogy and content knowledge (TPACK) ...
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Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model
Syh-Jong Jang; Meng-Fang Tsai
Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)
Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research...
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Pre-Service Teachers' TPACK Development and Conceptions through a TPACK-Based Course
Levent Durdu; Funda Dag
Australian Journal of Teacher Education Vol. 42, No. 11 (2017)
This study examines pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) development and analyses their conceptions of learning and teaching with technology. With this aim in mind, researchers designed and implemented a computer-...
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TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK)
Joyce Hwee Ling Koh; Ching Sing Chai; Lee Yong Tay
Computers & Education Vol. 78, No. 1 (September 2014) pp. 20–29
In school-based environments, teachers need to consider contextual factors such as the availability of technology and school policies as they apply TPACK to address instructional problems. However, qualitative TPACK studies tend to exemplify the...
Language: English
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Exploring Relationships among TPACK Components and Development of the TPACK Instrument
Sonmez Pamuk; Mustafa Ergun; Recep Cakir; H Bayram Yilmaz; Cemalettin Ayas
Education and Information Technologies Vol. 20, No. 2 (June 2015) pp. 241–263
Educators' interest in technological pedagogical content knowledge (TPACK) has been increasing. In parallel with implementations of TPACK-based activities taking place in different settings, efforts for assessing effectiveness of those activities...
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Internships and TPACK: The impact of student teaching on novice teachers' self-perceived TPACK.
Jason Trumble
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3086–3090
Preservice teacher education programs are the foundation of the future generations of teachers, and the pinnacle of beginning teacher training is the internship experience. A gap in educational literature exists in relation to the role of the...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Exploring the TPACK of Taiwanese Secondary School Science Teachers Using a New Contextualized TPACK Model
Syh-Jong Jang; Meng-Fang Tsai
Australasian Journal of Educational Technology Vol. 29, No. 4 (2013) pp. 566–580
Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing...
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Unpacking Performance Indicators in the TPACK Levels Rubric to Examine Differences in the Levels of TPACK
Aleksandra Kaplon-Schilis; Irina Lyublinskaya
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2074–2083
This paper presents the case study that focuses on examining the differences between levels of Technological Pedagogical Content Knowledge (TPACK) of preservice special education elementary school teachers taking the graduate level course...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Auditing the TPACK Confidence of Australian Pre-Service Teachers: The TPACK Confidence Survey (TCS)
Peter Albion; Romina Jamieson-Proctor; Glenn Finger
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3772–3779
This chapter describes the construction and validation of an instrument to measure teachers’ Technological Pedagogical Content Knowledge (TPACK). The TPACK Confidence Survey (TCS) contains scales that measure teachers’ attitudes toward using ICT;...
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Teachers’ TPACK Competency Developed and Observed in EFL Classrooms: The Impact of TPACK-in-Action Workshops
Shu-Ju Diana Tai
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 49–56
The purpose of the study is to investigate how the TPACK-in-Action teacher education intervention that advocates the learning-by-doing approach contributes to the development of teachers' TPACK competency and how the competencies were adopted into...
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The TPACK Teacher Game: Gamifying Technological Pedagogical and Content Knowledge (TPACK)
Candace Figg; Kamini Jaipal Jamani; Katia Ciampa
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2496–2500
The TPACK Teacher Game is an online game that applies game mechanics to course textbook materials in order to explicitly teach the TPACK knowledge needed for effective technology enhanced teaching practice, specifically identified by the Framework...
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A construct map for TPACK: developing an empirically derived description of increasing TPACK proficiency
Ralph Saubern; Daniel Urbach; Matthew Koehler; Michael Phillips
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2508–2516
Over the last ten years, the TPACK model has had a major influence on research into technology integration in education and been adopted for research across a wide variety of contexts. While this research has provided a valuable contribution to our...
Topics: Research & Evaluation, Technological, Pedagogical Content Knowledge (TPACK)
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Teaching Teachers TinkerPlots (v2): Achieving a TPACK Balance
Kathryn Shafer
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4881–4885
One of the challenges faced by mathematics teacher educators (when creating professional development opportunities) is attending to the specific needs of teachers who possess different strengths within the TPACK Framework. Since the TPACK Framework...
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Reinventing TPACK, STEM Teaching and Leadership in an Urban Context
Punya Mishra; Leigh Graves-Wolf; Sonya Gunnings-Moton; Christopher Seals; Rohit Mehta; Inese Berzina; Swati Mehta; Akesha Horton; Kyle Shack; Candace Marcotte; Missy Cosby; Dakota Pawlicki
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2212–2216
This symposium discusses the pedagogical make up and impact of the MSU-Wipro UrbanSTEM & Leadership Fellowship program on teacher practices, efficacy, and competence. We will describe our instructional approach, which uses the educative experience ...
Topics: Creativity, Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies
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Planning for Deep Learning Using TPACK-based Learning Activity Types
Judi Harris; Mark Hofer
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2864–2871
Teaching for students’ deep learning, while rooted in venerable 20th-century educational research and theory contributed by Vygotsky, Dewey, and others, is taking on a new urgency as heretofore theoretical depictions of 21st-century learning are...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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E-Books and TPACK: What Teachers Need to Know
Jeremy S. Brueck; Lisa A. Lenhart
Reading Teacher Vol. 68, No. 5 (February 2015) pp. 373–376
Today's tech savvy young learners are equipped with a variety of technological tools used as easily as pencils and paper. Many reach for the laptop first when it's time to write or look for an ebook when it's time to read. Ebooks are...
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Teacher Education Students Using TPACK in Science: A Case Study
Rachel Sheffield; Eva Dobozy; David Gibson; Jim Mullaney; Chris Campbell
Educational Media International Vol. 52, No. 3 (2015) pp. 227–238
Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest ...