You are here:

Is Integrating Technology Like Learning to Ride a Bike? Soliciting Input from Colleagues About a Study to Investigate the Developmental Aspects of TPACK
PROCEEDINGS

, Arizona State University, United States ; , Institut für Wissensmedien - Knowledge Media Research Center, Germany ; , University of Northern Colorado, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The TPACK framework promoted by Mishra and Koehler (e.g., 2006) has fueled a movement toward viewing teaching with technology as the ability to simultaneously address the connections and interactions between and among the elements of technology, pedagogy, and content (TPACK) situated in a particular context. There are various approaches to promote TPACK, but what do we empirically know about the paths pre- and inservice teachers follow along the way? How may the initial learning of preservice teachers differ from professional development of experienced teachers, who “only” lack the technology knowledge? When and where do they realize the value technology brings? We propose a research plan meant to help professional developers understand any developmental aspects of TPACK. The purpose of this roundtable is to interact with experts attending the conference in the creation of a multi-methods approach to this inquiry, and for active support in conducting the study.

Citation

Foulger, T., Krauskopf, K. & Williams, M.K. (2012). Is Integrating Technology Like Learning to Ride a Bike? Soliciting Input from Colleagues About a Study to Investigate the Developmental Aspects of TPACK. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4690-4695). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

Keywords