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
Teachers’ knowledge is situated, event-structured, and episodic. Technology, pedagogy and content knowledge (TPACK) – one form of highly practical professional educational knowledge – is comprised of teachers’ concurrent and interdependent curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ knowledge-in-action in pragmatic ways – is situated, contextually sensitive, routinized, and activity-based. To assist with the development of teachers’ TPACK, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon the combining of technologically supported learning activity types within and across content-keyed activity type taxonomies. In this chapter, we describe such a TPACK development method.
Harris, J. & Hofer, M. (2009). Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development. 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. 4087-4095). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 20, 2019 from https://www.learntechlib.org/primary/p/31298/.
© 2009 Association for the Advancement of Computing in Education (AACE)
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Ozkan Akman, Cemal Guven, S. Ahmet Kiray & Ismail Celik, Necmettin Erbakan University, Turkey
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3032–3039
Mark Hofer, College of William & Mary, United States; John Lee, North Carolina State University, United States; David Slykhuis, James Madison University, United States; James Ptaszynski, Microsoft Education, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 770–774
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