Teachers Preparation Using TPACK When Fidelity of Treatment is Defined ARTICLE
Beth Bos, Texas State University, United States
CITE Journal Volume 11, Number 2, ISSN 1528-5804 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Teacher preparation for the 21st century deserves a front-end approach to addressing the use of technology in the learning environment. To study the effect of instructing with technology, pedagogy, and content knowledge (TPACK), teachers were asked to apply pedagogical, mathematical, and cognitive fidelity to technology used in an instructional unit they were designing. Initial results indicated that teachers were conflicted by a conceptual approach to technology use. Through clarifying and defining pedagogy, mathematics, and cognitive fidelity within the TPACK framework, teachers became more aware of the misuse of instructional technology, what attributes of technology lead to conceptual development, and integration of meaningful technology into instructional units. TPACK, with fidelity carefully defined, creates a research-based model by adding the qualifying features needed to maximize the potential of technology in the classroom. The purpose of this study is to look at the knowledge structures of TPACK and examine them in designing instruction units.
Bos, B. (2011). Teachers Preparation Using TPACK When Fidelity of Treatment is Defined. Contemporary Issues in Technology and Teacher Education, 11(2), 167-183. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2017 from https://www.learntechlib.org/p/33182/.
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