Context and Technological Pedagogical Content Knowledge: A Content Analysis PROCEEDINGS
Joshua Rosenberg, Matthew Koehler, 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
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.
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 https://www.learntechlib.org/primary/p/131183/.
© 2014 Association for the Advancement of Computing in Education (AACE)
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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
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