Unpacking TPACK: TPK Characteristics Supporting Successful Implementation PROCEEDINGS
Candace Figg, Kamini Jaipal, Brock University, Canada
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
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 Koehler & Mishra (2006), this paper outlines specific Technological Pedagogical Knowledge (TPK) characteristics for supporting pre-service teachers’ effective integration of technology into classroom practice. The characteristics emerged from a cross-case analysis of data sources from a qualitative study of four pre-service teachers who planned and taught technology-enhanced lessons during a 7-week practice-teaching block at two K-8 schools. Data sources included pre and post focus group interviews, individual interviews, planning and support sessions, lesson plans, and observations of pre-service teachers’ classroom practice. Findings indicated that TPK characteristics were described by participants as significant to the success of initial technologically-enhanced lesson implementations.
Figg, C. & Jaipal, K. (2009). Unpacking TPACK: TPK Characteristics Supporting Successful Implementation. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4069-4073). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2017 from https://www.learntechlib.org/p/31295/.
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