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Expanding the Practice-Based Taxonomy of Characteristics of TPACK
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, Brock University, Faculty of Education, Canada ; , Brock University, Canada

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper expands a proposed theoretical taxonomy of characteristics of teacher knowledge for planning and implementing technologically-enhanced lessons for elementary instruction across subject matter areas. The expanded taxonomy is derived from a cross case analysis of data from two consecutive studies in which a total of twelve pre-service teachers taught tech-enhanced lessons during a 7-week practice-teaching session. Data sources included a questionnaire, individual interviews, lesson plans, observations of pre-service teachers’ classroom practice, and post-lesson debriefings. The taxonomy of characteristics contributes to understandings of the types of knowledge pre-service teachers require for successful teaching with technology.

Citation

Jaipal, K. & Figg, C. (2010). Expanding the Practice-Based Taxonomy of Characteristics of TPACK. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3868-3875). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

Keywords

Cited By

View References & Citations Map
  • Testing a TPACK-Based Technology Integration Observation Instrument

    Mark Hofer, College of William and Mary, United States; Neal Grandgenett, University of Nebraska at Omaha, United States; Judi Harris, College of William and Mary, United States; Kathy Swan, University of Kentucky, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4352–4359

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