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An Alternative Framework for Course Evaluation & Redesign: Technological Pedagogical Content Knowledge of Teachers
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, , , North Carolina State University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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Abstract

The pace of technological innovation and the ever-evolving effects of technology on teaching and learning demand that schools and colleges of teacher education continually evaluate and redesign coursework. This study seeks to explore an alternative framework for graduate course evaluations using the Technological Pedagogical Content Knowledge (TPCK) as a lens. With a new framework, comes a transformation in the way the research team continues to build university courses that further the growth, development and empowerment of 21st century teachers.

Citation

Kruger-Ross, M., Holcomb, L. & Wolfe, T. (2011). An Alternative Framework for Course Evaluation & Redesign: Technological Pedagogical Content Knowledge of Teachers. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4380-4381). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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References

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  1. Mishra, P. & Koehler, M.J. (2006). Technological Pedagogical Content Knolwedge: A Framework for Teacher Knowledge. Teachers College Record, 108 (6), 1017-1054.
  2. Ward, C.L. & Kushner Benson, S.N. (2010). Developing New Schemas for Online Teaching and Learning: TPACK. Journal of Online Learning and Teaching, 6(2), 482-490.

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