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TPACK: A Framework for the CITE Journal
Article

, , University of Virginia, United States

CITE Journal Volume 9, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

During the same era in which this concept was being articulated, several teacher educator content associations and educational technology associations formed a collaborative organization. The participating representatives possessed a common belief that technology should be introduced in the context of content instruction and that teachers should take advantage of the unique features of technology to teach content in ways they otherwise could not. This consortium, which subsequently evolved into the National Technology Leadership Coalition (NTLC), was grounded in the ideas that were later incorporated in the TPACK framework. Establishment of this journal was one of the first and most significant actions of the coalition. Now approaching its tenth anniversary, this scholarly collaboration among associations has primarily involved dialog about the intersection of technology, pedagogy, and content.

Citation

Bull, G. & Bell, L. (2009). TPACK: A Framework for the CITE Journal. Contemporary Issues in Technology and Teacher Education, 9(1), 1-3. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved January 18, 2019 from .

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References

  1. Koehler, M.J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  2. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

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