You are here:

Context and Technological Pedagogical Content Knowledge: A Content Analysis PROCEEDINGS

, , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Context is an important part of technological pedagogical content knowledge (TPACK), but there is evidence teachers’ context has not been included in descriptions, explanations, or operationalizations of TPACK among publications that apply the TPACK framework (Kelly, 2010). Furthermore, when context is included, there is evidence for the widespread variation in meaning when context is included in descriptions of TPACK (Porras-Hernandez & Salinas-Amescua, 2013). The purpose of this study is to establish the inclusion and meaning of context in prior TPACK research, building upon prior work by 1) attending to the needs that followed Kelly’s (2010) prior research, 2) attending to needs that followed Salinas-Amescua and Porras-Hernandez’s (2013) prior research, and 3) examining the most recent empirical TPACK publications. This study will contribute to the development of theories of how context and contextual factors affect the ability to teach with technology as understood through TPACK.

Citation

Rosenberg, J. & Koehler, M. (2014). Context and Technological Pedagogical Content Knowledge: A Content Analysis. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2626-2631). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 17, 2018 from .

View References & Citations Map

References

  1. Anderman, L.H., & Anderman, E.M. (2000): Considering contexts in educational psychology: Introduction to the special issue. Educational Psychologist, 35(2), 67-68
  2. Alexander, P.A., Murphy, P.K., & Greene, J.A. (2012). Projecting educational psychology’s future from it’s past and present: A trend analysis. In K.R. Harris, S. Graham, & Urdan, T. (Eds.), APA Educational Psychology Handbook (pp. 1-31). Washington, D.C.: American Psychological Association.
  3. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers& Education, 52(1), 154-168. Doi:10.1016/J.compedu.2008.07.006
  4. Chai, C.S., Koh, J.H.L., & Tsai, C.C. (2013). A Review of Technological Pedagogical Content Knowledge. Educational Technology& Society, 16(2), 31-51.
  5. Jang, S-J., & Tsai, M-F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology,29(4), 566-580.
  6. Kelly, M. (2008). Bridging digital and cultural divides: TPCK for equity of access to technology. In AACTE Committee on Innovation and Technology (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for educators (pp. 30–60). New York: Rutledge.
  7. Kelly, M. (2010). Technological pedagogical content knowledge (TPACK): A content analysis of 2006-2009 print journal articles. Proceedings of the Society for Information Technology& Teacher Education International Conference (pp. 3880–3888). Retrieved from http://www.editlib.org/p/33985/ Koehler, M.J., & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102. Retrieved from http://files.eric.ed.gov/fulltext/EJ882473.pdf
  8. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. Doi:10.1111/J.1467-9620.2006.00684.x
  9. Tabak, I. (2004). Reconstructing context: Negotiating the tension between exogenous and endogenous educational design. Educational Psychologist, 39(4), 225-233.
  10. Turner, J.C., & Meyer, D.K. (2000). Studying and understanding the instructional contexts of classrooms: Using our past to forge our future. Educational Psychologist, 35(2), 69-85.
  11. Voogt, J., Fisser, P., Roblin, N.P., Tondeur, J., & Van Braak, J. (2012). Technological pedagogical content knowledge–a review of the literature. Journal of Computer Assisted Learning, 29(2), 109-121.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. A performance assessment of teachers’ TPACK using artifacts from digital portfolios

    Joshua Rosenberg, Spencer Greenhalgh & Matthew Koehler, Michigan State University, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3390–3397

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.