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An Elaborated Model of the TPACK Framework PROCEEDINGS

, Utah Valley University, United States ; , Brigham Young University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The introduction of the TPACK Framework has facilitated new and more rigorous study of teachers’ knowledge and use of technology in the classroom. However, the community interested in TPACK is still striving to develop a common understanding of what each construct in the framework means. A review of the research surrounding TPACK shows that there are still widely differing perceptions regarding how to operationalize the TPACK constructs and define boundaries between them. This paper reports on a conceptual analysis that was done to clarify construct definitions and boundaries in the TPACK framework. The research review and interviews with leading researchers have helped the authors to create an elaborated TPACK framework with case examples that further articulates the TPACK constructs and boundaries between them. The authors also suggest directions for future TPACK research.

Citation

Cox, S. & Graham, C. (2009). An Elaborated Model of the TPACK Framework. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4042-4049). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2018 from .

Keywords

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References

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Cited By

  1. Teachers Voices on the Knowledge and Skills Needed for Teaching with iPads

    June Kim & David Whittier, Boston University School of Education, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1650–1657

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