Expanding the Practice-Based Taxonomy of Characteristics of TPACK PROCEEDINGS
Kamini Jaipal, Brock University, Faculty of Education, Canada ; Candace Figg, Brock University, Canada
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper expands a proposed theoretical taxonomy of characteristics of teacher knowledge for planning and implementing technologically-enhanced lessons for elementary instruction across subject matter areas. The expanded taxonomy is derived from a cross case analysis of data from two consecutive studies in which a total of twelve pre-service teachers taught tech-enhanced lessons during a 7-week practice-teaching session. Data sources included a questionnaire, individual interviews, lesson plans, observations of pre-service teachers’ classroom practice, and post-lesson debriefings. The taxonomy of characteristics contributes to understandings of the types of knowledge pre-service teachers require for successful teaching with technology.
Jaipal, K. & Figg, C. (2010). Expanding the Practice-Based Taxonomy of Characteristics of TPACK. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3868-3875). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 25, 2017 from https://www.learntechlib.org/p/33983/.
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