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CO N C E P T S & PRO C E D U R E S
Deborah Y. Bauder; Rosemary Mullick; Ronald Sarner
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 1–2
This year's papers Concepts and Procedures section are considerably more diverse than in previous years both in terms of topical coverage and the greater international flavor of the submissions. Geographically, almost all continents (with the...
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Putting the “P” into TPACK: Using Digital Tools to Design 21st Century Lessons
Jillian Powers; Ann Musgrove
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3042–3049
Today’s educators are being introduced to new forms of instructional technology on a daily basis. This paper focuses on using the TPACK model as a framework to help undergraduate teacher education students create 21st century lessons using digital...
Topics: Technological, Pedagogical Content Knowledge (TPACK)
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Engaging the 21st Century Learner in P-12 Course Content: Creating Technology-Rich Teacher Education Programs
Elaine Lawrence
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 974–977
Effective teachers involve learners in the process. Educators can utilize technology tools as a means to engage learners by blending real-world relevance with content-specific subject matter. This requires that pre- and in-service teachers have...
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Educational Technology and World Language Teachers
Marcela van Olphen
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2272–2277
Drawing from the works of Shulman (1987), Koehler & Mishra (2005), and Mishra & Koehler (2006), this presentation aims to promote dialogue and to advance current understanding of the types of knowledge world language teachers need to attain to...
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TPCK in Preservice and Inservice Teacher Education: A Discussion of how Technological Pedaogogical Content Knowledge is Facilitated and Constrained in Teacher Education Contexts
Aaron Doering; Joan Hughes; Denise Schmidt; Neal Grandgenett; Jon Margerum-Leys; Cassandra Scharber
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2194–2195
Technological pedagogical content knowledge (TPCK) (Mishra & Koehler, 2006) is emerging as one of the field's more important contributions to teacher education. TPCK, a conceptual framework for technology integration, is based upon and extends...
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Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures?
Aaron Drummond; Trudy Sweeney
British Journal of Educational Technology Vol. 48, No. 4 (June 2017) pp. 928–939
In recent years, approaches to developing teacher competency in technology integration have moved away from an over emphasis on technological knowledge, to focus on the essential connections between technology, pedagogy and content knowledge (TPACK) ...
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Teaching for Application: A Model for Assisting Pre-Service Teachers With Technology Integration
Jung Won Hur; Theresa Cullen; Thomas Brush
Journal of Technology and Teacher Education Vol. 18, No. 1 (January 2010) pp. 161–182
The purpose of this paper is to introduce a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K–12 classrooms. Based on studies in teacher education, learning theory, and technology...
Topics: Instructional Design, Teachers, Integration, Educational Technology, Preservice Teacher Education, Teaching Methods
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Coding Pre-Service Teacher Lesson Plans for TPACK
Kristen Kereluik; Greg Casperson; Mete Akcaoglu
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3889–3891
Technology is rapidly becoming a predominant force for education, and teachers now more than ever have nearly endless technological tools at their disposal. The specific role of technology in education is not always well understood or utilized to...
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Preservice Teachers Understanding and Implementation of Interdisciplinary Technology Integrated Units
Krista Ruggles; Kristen Apraiz
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 979–980
This session provides an overview of how preservice teachers developed an understanding of interdisciplinary teaching after participating in a STEM summer institute and how they applied their technological pedagogical content knowledge (TPACK)...
Topics: Science Education, Technological, Pedagogical Content Knowledge (TPACK), New Possibilties with Information Technologies
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Effective Technology Integration in the Secondary English Classroom: A Planning Guide for Teachers
Kathryn Caprino
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1969–1973
The theoretical underpinnings, research, and rationale behind a planning guide designed to help secondary English teachers effectively integrate technology into instruction will be presented. The guide, which includes seven teacher planning prompts, ...
Topics: English Language Arts, K-12 Teachers and School Leaders Related, Technological, Pedagogical Content Knowledge, English Education
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Developing TPACK Theoretical Model in a Content-Specific Technology Course
Nesrin Bakir
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4462–4465
Using the technological, pedagogical, and content knowledge (TPACK) framework (Mishra & Koehler, 2006), this study investigated the impact of a required technology course on pre-service English teachers’ TPACK. Date sources included student...
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Looking at/looking through: Teachers planning for curriculum-based learning with technology
Karen Work Richardson
Looking at/looking through: Teachers planning for curriculum@-based@learning with technology (2009) pp. 1–310
This interpretivist study drew upon the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006; Thompson & Mishra, 2007-2008; Koehler & Mishra, 2009) to study teachers' lesson planning processes. It focused upon 12...
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Technological Pedagogical Content Knowledge and the Context: An Integrated Model
Richard Reeve
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5310–5312
Technological Pedagogical Content Knowledge (TPCK) has been embraced by the Society for Information Technology & Teachers Education (SITE) to the point that it now is a topic at the annual meeting. This short paper observes that the originators of...
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TPACK and Technology Using Teacher Assessment Practices
Lara Ervin
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4239–4243
This study seeks to add to the body of research around the TPACK framework through an investigation into the current practices of self-identified technology-using teachers. The research will focus on how these teachers use technology to assess...
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Using Technology in Training Elementary Mathematics Teachers, The Development of TPACK Knowledge
Beth Bos; Kathryn Lee
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4664–4671
This study examined the effects of a problem-based Elementary Mathematics Specialist (EMMT) Program on mathematical, technological, and pedagogical knowledge (TPACK). A questionnaire adapted from Schmidt, Baran, Thompson, Mishra, Koehler, and Shin ...
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Technological Pedagogical Content Knowledge (TPACK): A Content Analysis of 2006-2009 Print Journal Articles
Mario Kelly
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3880–3888
Abstract: The study reported here was a content analysis of articles published in print journals since the publication of a seminal article on TPACK (Mishra and Koehler, 2008). Categories across which articles were analyzed included the main focus ...
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Between the Notion and the Act: Veteran Teachers' TPACK and Practice in 1:1 Settings
Lisa Geralyn Hervey
(2011) pp. 1–196
The technological pedagogical content knowledge (TPACK) framework is a nuanced lens to study teachers’ 21 st century professional knowledge and practice (Mishra & Koehler, 2006). Veteran teachers in 1:1 settings have not been the focus ...
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Connecting Preservice Teachers’ Knowledge of Mathematics, Pedagogy and Technology through Learning Object Design
Jennifer Kosiak; Rebecca LeDocq
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5263–5270
Preservice teachers have little preparation in teaching their subject matter with technology and examining how their future students will learn from technology. This paper describes the PRAXIS Wisconsin Project in which preservice elementary and...
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Faculty Development Training for EFL Teachers from Developing Countries: A VTLCI Model
Amanda Johnson; Fan (Luisa) Li
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3227–3232
The Virginia Tech Language and Culture Institute (VTLCI) is involved in capacity-building training sessions for EFL instructors and coordinators from developing countries. By supporting language learning, institutions are increasing student and...
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Building Teaching–Learning Capacities of Online Nurse Educators: Using TPACK to Frame Pedagogical Processes and Identify Required Supports
Wendy Kraglund-Gauthier; Jane Moseley
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 45, No. 1 (Apr 18, 2019)
Quality teaching includes reflective practice, dialogue, and curiosity and depends on personal, institutional, and community assets and constraints, as well as on the individual’s definitions of the roles of education in society. Based on an...
Language: English Translations: English, français, langue française/French
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Preservice Secondary Mathematics Teachers’ Beliefs and TPACK
Somin Kim
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2528–2530
This study examines four preservice secondary mathematics teachers’ beliefs about the nature of mathematics, learning and teaching mathematics, and the use of technology, and their technological pedagogical content knowledge (TPACK). For this study, ...
Topics: mathematics education, Technological, Pedagogical Content Knowledge (TPACK)
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Teaching Statistics with Technology
Theodosia Prodromou
Australian Mathematics Teacher Vol. 71, No. 3 (2015) pp. 32–40
The Technological Pedagogical Content Knowledge (TPACK) conceptual framework for teaching mathematics, developed by Mishra and Koehler (2006), emphasises the importance of developing integrated and interdependent understanding of three primary forms ...
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Critical Adoption of Content-Specific Technologies in Pre-Service Teacher Education
Swapna Kumar; Jessica Leeman
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3965–3971
An educational technology course for pre-service social studies teachers was explicitly designed to focus on technological pedagogical content knowledge (Mishra & Koehler, 2006) and Hooper and Rieber’s (1999) model of teacher use of technology as a...
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Taking TPACK to the Classroom: Teacher Candidates Get ‘Handy’ for Class
Candace Figg; Jenny Burson
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3824–3825
This paper describes the development of a textbook containing practice-based information, guided lesson planning activities, and discussions of appropriate technology based on a taxonomy of TPACK characteristics and actions derived from a two-year...
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Tooling Audio Accommodations in Spanish 1 for Students with Specific Learning Disabilities
Daryl Boeckers
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3584–3589
Teachers of world languages are generalized as teaching only the cream of the crop. While many students are indeed college-bound, language students also have individualized education plans (IEPs) and 504 plans that detail how students have...
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Preservice Science Teachers’ TPACK Development In a Post-Baccalaureate Master of Arts in Teaching Program
Aaron Kessler
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2905–2908
Technological pedagogical content knowledge or TPACK (Koehler & Mishra, 2009) gives a framework for thinking about the knowledge necessary for teachers to think about, plan, and engage in instruction that utilizes technology. Recently a call has...
Topics: Science Education, Technological, Pedagogical Content Knowledge (TPACK)
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Using TPACK-in-Practice to Design Technology Professional Learning Opportunities for Teachers
Kamini Jaipal; Candace Figg; Jenny Burson
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4710–4717
This poster presentation proposes a re-envisioned model of TPACK (Mishra & Koehler, 2006) and illustrates its usefulness in framing technology professional learning for teachers and teacher educators or technology workshops. Four design elements...
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Technological Pedagogical Content Knowledge in the Elementary Classroom: A Case Study of One Teacher’s Decision Making Process
Melissa Beeson
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4273–4280
With more digital technologies entering classrooms every year, there is a need to observe how teachers plan for thoughtful integration. The purpose of this study is to understand the thought processes and decisions a fifth grade teacher makes to...
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Developing and validating a self-assessed survey instrument to measure Vietnamese EFL teachers' TPACK
Huong Dinh
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2566–2571
The Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) has gained increasing interest by the educational technology research community. The use of survey instruments have become a popular means of measuring...
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Learner-generated digital video: Using Ideas Videos in Teacher Education
Matthew Kearney
Journal of Technology and Teacher Education Vol. 21, No. 3 (July 2013) pp. 321–336
** Invited as a paper from SITE 2012 ** This qualitative study investigates the efficacy of Ideas Videos (or iVideos) in pre-service teacher education. It explores the experiences of student teachers and their lecturer engaging with this succinct,...
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TPACK for Teaching Mathematics and Science and Differentiation of Instruction: Case Study with Pre-service Special Educators
Nelly Tournaki; Irina Lyublinskaya
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3004–3011
In this paper, we argue that the TPACK framework (TPACK, Mishra & Koehler, 2006) can be used to develop excellence in teaching in a variety of classrooms, which includes differentiation of instruction. In order to examine how the quality of...
Topics: Special Education / Assistive Technology, Technological, Pedagogical Content Knowledge (TPACK)
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Technological Pedagogical Content Knowledge (TPACK)-Based Course Design in Preservice Social Studies Education
Mark Hart; Swapna Kumar
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2367–2375
An educational technology course for preservice social studies teachers was created based on technological pedagogical content knowledge (TPACK) (Mishra & Koehler, 2006) and refined based on the results of a TPACK- survey completed by students...
Topics: social studies education, K-12 Teachers and School Leaders Related, Technological, Pedagogical Content Knowledge
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Three Perspectives on Technological Pedagogical and Content Knowledge: Framing Technology Education using TPACK
Candace Figg; Jaipal Kamini; Mueller Julie
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 926–928
There is a need to explore teacher knowledge related to teaching with technology to better prepare teachers for successfully integrating technology into their daily instructional practices. Technology teacher educators have been using a variety of...
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A Comparative Study of Mathematical Content, Pedagogy and Technology using a Paired T-Test of the means of Seven Domains
Maria Mitchell
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2273–2278
My paper will discuss a study that is ongoing in a preservice elementary mathematics content course. I am interested in examining how preservice teachers in elementary mathematics develop and apply TPACK knowledge in a course entitled “Mathematics...
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Interacting with Content, Pedagogy, and Technology
Stephanie Hulon; Jenelle Ouimette
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 646–649
Abstract: This paper describes an ongoing practice at a university to aid in meeting the challenge of redesigning current course curricula to meet new e-learning initiatives. Using a current model, the Technology Pedagogical Content Knowledge model,...
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Modeling Technology Integration Through Online Course Design
Krista Ruggles; Kristen Apraiz
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) p. 467
The International Society for Technology in Education (ISTE, 2008) standards state, “effective teachers model and apply the ISTE Standards for Students (Standards•S) as they design, implement, and assess learning experiences to engage students and...
Topics: Elementary Education, mathematics education, Multicultural Education, Distance/Flexible Education, Technological, Pedagogical Content Knowledge (TPACK)
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Three Perspectives on Technological Pedagogical and Content Knowledge: Framing Technology Education using TPACK
Figg Candace; Jaipal Kamini; Julie Mueller
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4297–4299
There is a need to explore teacher knowledge related to teaching with technology to better prepare teachers for successfully integrating technology into their daily instructional practices. Technology teacher educators have been using a variety of...
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“Padding” Literacy Pedagogy: Pre-service Teachers Prepare for Teaching in 1:1 iPad Environments
Barbara M. Bohach
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3093–3095
As more and more schools move to a 1:1 computing environment, how are pre-service teachers learning to work as teachers within this environment? With the recent use of tablets in elementary classrooms, pre-service teachers need to understand how one’...
Topics: Technological, Pedagogical Content Knowledge (TPACK), English Education, English Language Arts, Teaching Methods, Collaboration
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Using ICTs in Teaching and Learning: Reflections on Professional Development of Academic Staff
Markus Mostert; Lynn Quinn
International Journal of Education and Development using ICT Vol. 5, No. 5 (Oct 24, 2009) pp. 72–84
Focussing on professional development of academic staff as higher education practitioners, this paper reports on the relationship between ICTs and teaching and learning in higher education, and on the way that that relationship plays out in a formal ...
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Transforming Graduate Inservice Teaching and Learning within a Mathematics TPACK Online Course
Maria Mitchell
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 1948–1953
This paper is a report on the findings of a longitudinal study conducted from Summer 2015 to Summer 2019. I adapted the Survey of Preservice Teachers’ Knowledge of Teaching and Technology (Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P.,...
Topics: mathematics education, Technological, Pedagogical Content Knowledge (TPACK)
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Unpacking TPACK: TPK Characteristics Supporting Successful Implementation
Candace Figg; Kamini Jaipal
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4069–4073
Competent teachers foster meaningful learning when they demonstrate the ability to connect subject matter content and pedagogical processes in ways that promote effective student learning in that content area. Using the TPCK model proposed by...
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Technology Integration and Teacher Stages of Concern Categorized by TPACK Knowledge Types
Holly Marich; Christine Greenhow
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2941–2948
The Stages of Concern (SoC) framework (Hall & Hord, 1986) supports teacher change. The Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2005) articulates the multi-dimensional types of teacher knowledge required for...
Topics: Research & Evaluation, Technological, Pedagogical Content Knowledge (TPACK)
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From Exam to Integration: Planning for Technological Pedagogical Content Knowledge (TPACK) in a Graduate Teacher Education Program
Lara Ervin-Kassab
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2031–2036
In 2016 and 2017, California revised both its Teacher Performance Expectations (TPEs) and the teacher performance assessment. In 2017, the International Society for Technology in Education (ISTE) revised its educator standards. This created a need...
Topics: faculty development, Assessment and E-Folios, Technological, Pedagogical Content Knowledge (TPACK)
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Reinventing TPACK, STEM Teaching and Leadership in an Urban Context
Punya Mishra; Leigh Graves-Wolf; Sonya Gunnings-Moton; Christopher Seals; Rohit Mehta; Inese Berzina; Swati Mehta; Akesha Horton; Kyle Shack; Candace Marcotte; Missy Cosby; Dakota Pawlicki
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2212–2216
This symposium discusses the pedagogical make up and impact of the MSU-Wipro UrbanSTEM & Leadership Fellowship program on teacher practices, efficacy, and competence. We will describe our instructional approach, which uses the educative experience ...
Topics: Creativity, Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies
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Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching
Mohammed Debbagh; W. Monty Jones
Journal of Educational Multimedia and Hypermedia Vol. 27, No. 1 (January 2018) pp. 43–62
This case study utilized the Technological Pedagogical Content Knowledge (TPACK) theoretical framework (Mishra & Koehler, 2006) as a lens to examine the instructional strategies of four English as a second language (ESL) teachers and their...
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Testing a TPACK-Based Technology Integration Observation Instrument
Mark Hofer; Neal Grandgenett; Judi Harris; Kathy Swan
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4352–4359
Teachers’ knowledge for technology integration – conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) – is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of...
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Developing Technological Pedagogical Content Knowledge in Preservice Math and Science Teachers
Rose Cavin; Maria Fernández
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2180–2186
The concept of Technological Pedagogical Content Knowledge [TPCK] is defined as an awareness of the strategies that incorporate the use of technology to create a student-centered learning environment, and is focused in the overlapping areas of...
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An Exploration of Digital Technologies in Teacher Education: TPCK Framework
Vetta Vratulis
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 698–704
This paper investigates pre-service teachers’ experiences with digital technologies within the context of a 12-month, elementary teacher education program. The principal investigator of the project shadowed pre-service teachers through each of their ...
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Introducing TCA-TPACK: A Competency Based Conceptual Framework for Faculty Development in Technology-Enhanced Accounting and Business Education
Marina Thomas; Valeri Chukhlomin
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 490–495
The paper reports the first results of a research project aimed at developing an adequate framework of teaching competencies (Tigelaar et al., 2004) adjusted to modern approaches to teaching with technology in accounting and business education. The...
Topics: faculty development, Technological, Pedagogical Content Knowledge (TPACK)
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Giving, prompting, making: Framing a conceptual home for TPACK in social studies instruction
Thomas Hammond; Meghan Manfra
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 2 (June 2009) pp. 160–185
Technological pedagogical content knowledge (now known as technology, pedagogy, and content knowledge, or TPACK) has become a widely referenced conceptual framework within teacher education. It provides a common language to discuss the integration...
Topics: Teaching Methods, Educational Technology, Social Studies, Preservice Teacher Education, Teachers