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Developing Technological Pedagogical Content Knowledge (TPCK) Through Teaching Online
PROCEEDINGS

, , , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This is a cross-case analysis of three faculty members who designed and taught online classes for the first time. In a “learning technology by design” class, faculty and students cooperatively designed an online class that the faculty member subsequently taught. “Learning Technology by design” is a key component of the analytical framework “Technological Pedagogical Content Knowledge” (TPCK) used to analyze the data. Analysis indicated that immersion in the learning technology by design approach afforded rich opportunities for the faculty members to deeply consider the relationships between content, pedagogy, and technology. We found that although faculty had well-developed PCK, the new online context forced them to rethink all three components, and most importantly the relationships between them. Faculty members, developers, and technology experts working with faculty can benefit by better understanding this approach to teaching, learning, and helping teachers integrate technology knowledge with content and pedagogical knowledge.

Citation

Mishra, P., Peruski, L. & Koehler, M. (2007). Developing Technological Pedagogical Content Knowledge (TPCK) Through Teaching Online. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2208-2213). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from .

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References

  1. Koehler, M.J., Mishra, P., Hershey, K., & Peruski, L. (2004). With a little help from your students: A new model for faculty development and online course design. Journal of Technology and Teacher Education 12(1), 25-55.
  2. Miles, M.B. & Huberman, A.M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Sage.
  3. Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teacher’s College Record. 8(6).
  4. Peruski, L. (2003). An activity theoretical analysis of three faculty members developing and teaching online classes for the first time. Unpublished Doctoral Dissertation. Michigan State University, East Lansing, MI.
  5. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 414.

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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

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.