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Expert as the TPACK misfit: A cognitive task analysis to map expert-teacher cognitive processes of technology-rich lesson planning
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, Kennesaw State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This applied cognitive task analysis of five expert teachers employed qualitative methods to understand and represent their cognitive processes of planning a technology-rich lesson. The expert sample was purposely-selected from a population convenience, a metropolitan school district in the southeast USA. A twelve step CTA protocol of interviews, data analysis, and knowledge representation resulted in a common expert cognitive map with nine ordered key-steps. Furthermore, this study showed that expert-teachers use a holistic collection of supportive knowledge in planning each of these nine key-steps. Novice data was collected for purposes of triangulation and showed gaps between the cognitive planning process of novices and all experts. The study concludes with plausible applications of the expert cognitive map for pre-service teacher preparation and discussion of expert cognitive processes that fail to align with a popular technology framework, Technological Pedagogical Content Know

Citation

Lokey-Vega, A. (2015). Expert as the TPACK misfit: A cognitive task analysis to map expert-teacher cognitive processes of technology-rich lesson planning. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3322-3330). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2019 from .

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