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Incorporating Context Into TPCK-Based Instructional Design PROCEEDINGS

, Hunter College, City University of New York, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

One of the most important aspects of the TPACK framework is the emphasis it places on the teacher as instructional designer. In addition to content, pedagogy and technology, a fourth element of the framework is important in the design of technology mediated instruction—the teaching-learning context. Teaching with technology, like all other teaching, occurs in a context that is rich in characteristics, including the demographic characteristics of students and teachers. These characteristics can interact with content, pedagogy and technology to affect learning outcomes and therefore must be part of the design. This article describes two major context elements and provides examples of how they can be incorporated into instructional design.

Citation

Kelly, M. (2008). Incorporating Context Into TPCK-Based Instructional Design. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 5257-5262). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2017 from .