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Does Developing Online Tasks draw Teachers nearer to Interrelated Knowledge (TPACK)?
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, , Beit-Berl College, Israel

Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

Teachers have to wisely use the online environment in order to realize a new pedagogy. In this paper we will discuss the knowledge required of teachers when integrating technology in teaching – TPACK, and a digital indicator we developed for the evaluation of the teachers' different types of knowledge: pedagogical knowledge, technological knowledge and technological pedagogical content knowledge (TPACK). We examined 53 online tasks developed by teachers over seven years, where some of the teachers received guidance and accompaniment in the development of the tasks. The findings refer to the professional development of the teachers which took place in these fields. We found that online tasks that teachers develop can comprise a measure for examining the extent of integration of technological knowledge with content knowledge and with pedagogical knowledge.

Citation

Oster-Levinz, A. & Klieger, A. (2011). Does Developing Online Tasks draw Teachers nearer to Interrelated Knowledge (TPACK)?. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 696-701). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from .

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