Examining Teachers’ Perceptions of TPACK in culturally diverse classroom.
Salma Ali, Texas A&M: College of Education, United States ; Nathan Hawk, Texas A&&M, United States
EdMedia + Innovate Learning, in Online ISBN 978-1-939797-65-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Today students in classroom are more diverse across many categories, including linguistics, culture, geography, and socioeconomics and teachers have long known that students learn differently, and learn more or less. This growing diversity within the classroom underscores the necessity for a more supported shift to learner-centered education. In the learner-centered education system, teachers utilize their knowledge and the resources to understand how individual learners learn best and actively engage with the right resources. When teachers apply the Technology Pedagogy and Content knowledge (TPACK) in a classroom to address instructional problems, then teachers need to consider micro-level contextual factors such as students’ culture, background and their learning styles so teachers can use ICT and technology innovation to make meaningful personalization for their students. However, TPACK researches and studies who tend to exemplify the construction of TPACK in diverse classroom have not articulated its’ student-level contextual influences. To redress this gap, this future study aims to explore the impact of knowledge and understanding of their students’ culture, background and learning styles on the construction of TPACK in their teaching.
Ali, S. & Hawk, N. (2022). Examining Teachers’ Perceptions of TPACK in culturally diverse classroom. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 218-221). Online: Association for the Advancement of Computing in Education (AACE).
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