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Teachers’ TPACK Evolvement in A Technology-Mediated Elementary Science Innovation: A Translation Perspective
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, The University of Texas at Austin, United States ; , The Chinese University of Hong Kong, Hong Kong ; , National Institute of Education, Nanyang Technological University, Singapore

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

While TPACK framework has been widely adopted to address teacher professional development needs, teacher TPACK growth from the innovation translation perspective is apparently underexplored. Adopting a case study approach, our paper uses cultural historical activity theory to explore teacher TPACK evolvement when they re-contextualized a joint-school inquiry science curriculum. Firstly, we present two cases revealing that teachers’ different TPACK orientations were influenced by the interplay between personal and contextual factors. Then we highlight how teachers’ teaching beliefs and their interpretation of the environment could affect their responses toward the contextual barriers encountered. By unpacking the reciprocal relationship between the person-environment interaction across multilevel context (classroom, within-school and between-school), our study could contribute to ensure the fidelity of educational technology innovation while addressing the localized needs.

Citation

Cheah, Y.H., Chai, C.S. & Toh, Y. (2019). Teachers’ TPACK Evolvement in A Technology-Mediated Elementary Science Innovation: A Translation Perspective. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2417-2422). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .

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