Search results for tpack
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Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2501–2508
Teacher preparation programs as well as continuing professional education programs recognize the importance of preparing teachers to teach with technology. However, all too often these programs offer a single course, focusing on manipulating...
EdMedia: World Conference on Educational Media and Technology 2016 (Jun 28, 2016) pp. 1082–1087
The importance of technological pedagogical and content knowledge (TPACK) in preparing effective teachers in this technological age has been recognized. Many quantitative TPACK assessments have been developed, but they did not seem to be able to...
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 522–526
The purpose of this paper is to describe the development of TPACK-based curriculum on 3D printer use for preservice teachers. TPACK theory, 3D printing in education, and the ADDIE model of instructional design are explained. A TPACK-based curriculum ...
Topics: Instructional Design
Australasian Journal of Educational Technology Vol. 32, No. 5 (Dec 01, 2016)
When electronic portfolios (e-portfolios) are employed as summative assessments for degree granting programs, it is imperative that students demonstrate their knowledge in the field to showcase learning growth and achievement of the program learning ...
Bart Rienties; Natasa Brouwer; Katerina Bohle Carbonell; Danielle Townsend; Anne-Petra Rozendal; Janneke van der Loo; Peter Dekker; Simon Lygo-Baker
European Journal of Teacher Education Vol. 36, No. 4 (2013) pp. 480–495
Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that ...
Journal of Geography Vol. 113, No. 6 (2014) pp. 223–237
There is a need for quality professional development programs and instructional models addressing the needs and challenges of K-12 technology integration in the geography classroom. This study used a mixed-methods design employing surveys and...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2351–2356
This study examines the impact of adding a field experience to a technology integration course for pre-service teachers in which students are required to design and teach three technology integrated lessons under the mentorship of a host teacher in...
Journal of Information Technology Education: Research Vol. 16, No. 1 (Dec 29, 2016) pp. 169–188
Aim/Purpose: The aim of the study is to examine what ICT coordinators perceive as the main elements of knowledge needed to implement ICT successfully into school culture. Background: For the past few years, Israel\u2019s Ministry of Education has...
Joke Voogt; Teemu Valtonen; Erkko Sointu; Sini Kontkanen; Jari Kukkonen; Susanna Pöntinen; Jo Tondeur; Fazilat Siddiq; Ronny Scherer; Evrim Baran; Anneke Smits; Roland Bruijn; Henk La Roi; Floor van Renssen; Heleen Vellekoop; Lieke van Velze; Lin Zhang; Josh Rosenberg
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2499–2502
This contribution presents and discusses factors that affect (future) teachers uses of technology in their teaching in Finland, the Netherlands, Belgium and China. The contributions provide insights in teachers’ Technological Pedagogical Content...
Journal of Technology and Teacher Education Vol. 25, No. 3 (July 2017) pp. 301–325
As technologies have become ubiquitous in society and within higher education, institutions have begun to invest in the development of faculty to leverage digital technologies during their instruction. This has been especially true in teacher...
Australasian Journal of Educational Technology Vol. 33, No. 3 (Jul 24, 2017)
Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take ...
TPACK Analysis of Communities of Practice: The Context of the Norwegian Knowledge Promotion Curriculum Reform
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4062–4068
This article presents three cases from the Norwegian national project "Learning Networks" to illustrate the challenges met by teachers trying to implement educational technology in their teaching. The Knowledge Promotion (K06) is a national...
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...
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 ...
Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology
Journal of Technology and Teacher Education Vol. 18, No. 3 (July 2010) pp. 415–441
Four pre-service teachers participated in a school-based collaborative initiative where they were supported by 2 university faculty members, a school board technology consultant and a Masters student to integrate technology into teaching practice....
Journal of Science Education and Technology Vol. 24, No. 1 (February 2015) pp. 78–90
Technological pedagogical content knowledge-practical (TPACK-P) refers to a unified body of knowledge that teachers develop from and for actual teaching practices with information communication technologies (ICT). This study attempted to unveil the...
Leading Change and Innovation in Teacher Preparation: A Blueprint for Developing TPACK Ready Teacher Candidates
TechTrends: Linking Research and Practice to Improve Learning Vol. 57, No. 5 (September 2013) pp. 55–63
When preparing TPACK ready teacher candidates, faculty must incorporate and model TPACK within the teacher education curriculum, which often requires an ongoing change process. But for change to take place we must consider the role leadership plays...
Technological Pedagogical Content Knowledge (TPACK): A Content Analysis of 2006-2009 Print Journal Articles
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 ...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3960–3967
This paper discusses teacher educators’ experiences in developing technological, pedagogical and content knowledge through redesigning course content to integrate web 2.0 technologies. Findings suggest that the instructors gained technological...
Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development
Journal of Digital Learning in Teacher Education Vol. 27, No. 2 (2011) pp. 42–52
Inservice teachers need ways to gain an integrated knowledge of content, pedagogy, and technologies that reflects new ways of teaching and learning in the 21st century. This interpretive study examined inservice K-8 teachers' growth in their...
Journal of Computer Assisted Learning Vol. 28, No. 6 (December 2012) pp. 530–546
This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4346–4351
There is a move underway in Pennsylvania to meet academic content standards in social studies. Four content areas within social studies including Civics and Government, Economics, Geography, and History have been designated as areas to measure...
An Exploration of Initial Certification Candidates’ TPACK and Mathematics-based Applications using Touch Device Technology
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4411–4419
This qualitative research study describes the experiences of a group of Initial Certification Candidates (ICCs) as they participated in explorations of readings and third-party applications (apps) run on touch screen technology devices. The group of ...
Examining preservice teachers' perceived knowledge of TPACK and cyberwellness through structural equation modeling
Australasian Journal of Educational Technology Vol. 28, No. 6 (Jan 01, 2012) pp. 1000–1019
This study examined outcomes from an information and communication technology (ICT) course designed on the basis of the meaningful learning framework and general cyberwellness issues. It also examined the relationships among Singaporean preservice...
Developing Pre-Service Teachers' Technology Integration Expertise through the TPACK-Developing Instructional Model
Journal of Educational Computing Research Vol. 44, No. 1 (2011) pp. 35–58
This study describes the TPACK-Developing Instructional Model which prescribes an instructional process for developing pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) during the instruction of Information and Communication...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4801–4805
Although previous studies have demonstrated pre-service elementary school teachers (PSTs) lack of understanding of the division of fraction, little is known about PSTs’ conceptual understanding toward this content area. The research on the TPACK ...
Developing and validating a self-assessed survey instrument to measure Vietnamese EFL teachers' TPACK
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...
Using TPACK as a Professional Development Framework: Benefits, Limitations, and Exploration of Other Possible Frames
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2842–2849
For the Mary Lou Fulton Teachers College, moving from teaching a stand-alone course to addressing technology integration in a programmatic manner through technology infusion has been an effort of incremental change, guided by cycles of action reach...
Examining Differences in TPACK Levels Assessed through Pre-service Teachers STEM Lesson Plans: Case Study.
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2893–2899
This paper presents the case study that focuses on examining the differences between levels of TPACK of pre-service special education elementary teachers taking the graduate level course Integrating Technology in Mathematics and Science Instruction...
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...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3770–3780
Abstract: This is a qualitative study addressing the question: In what ways does an experienced middle school teacher use the TPACK framework in her classroom? The researcher observed in this class, interviewed the teacher, and looked for evidence...
Employing Technology-Rich Mathematical Tasks to Develop Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK)
Journal of Computers in Mathematics and Science Teaching Vol. 29, No. 4 (October 2010) pp. 455–472
While technology has potential to improve the teaching and learning of mathematics, research indicates that teachers struggle in their efforts to implement technology-rich mathematical tasks in their classrooms. Effective technology integration in...
Driving Pre-Service Science Teachers’ TPACK Development Through Their Generative Use Of Digital Video
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1381–1388
An emerging body of literature explores the benefits of prospective science teachers creating and sharing digital video in their professional learning activities. A common theme is the facilitation of reflection on experience and a range of other...
Petra Fisser; Joke Voogt; Douglas Agyei; Ayoub Kafyulilo; Ghaida Alayyar; Denise Schmidt-Crawford; Ann Thompson; David Gibson; Gerald Knezek; Jo Tondeur
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 1129–1131
Meaningful use of ICT in education requires teachers to develop knowledge and skills that enables them to integrate ICT with a suitable pedagogical approach for teaching specific subject matter in a certain context. Koehler & Mishra (2008)...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4115–4121
The intermediate overlap between technological knowledge, pedagogical knowledge and science content knowledge, as in TPK, TSCK, and PSCK, is critical to enriching science teaching and learning. The purpose of this study was to examine the...
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 3498–3504
This paper describes an attempt to design an e-learning course within a framework that combines theoretical underpinnings with pedagogy and content knowledge. It focuses on how a university lecturer can facilitate learning that integrates...
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2580–2583
The author of this paper proposes a professional development model for developing technological pedagogical content knowledge (TPACK). The model is based on a study of four mathematics teachers who used technology, specifically dynamic geometry...
Technological Pedagogical Content Knowledge (TPACK): Can this type of knowledge transfer between settings?
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2934–2940
This study examined whether special education pre-service teachers’ TPACK, developed in a pedagogy course that prepared them to integrate technology into their mathematics and science teaching, transferred to their classroom teaching during their...
Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK)
International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE) 2014 (December 2014)
This paper describes challenges encountered by two secondary mathematics teachers when they try to integrate ICT devices in their classes. These findings are based on using the Technological Pedagogical and Content Knowledge (TPACK) context, the...
Rethinking Instructional Technology in a Graduate Early Childhood Education Class: Moving Away From TPACK
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2006–2007
Digital literacy is an important aspect to consider within teacher education as a way to address 21st century learner needs. An analysis of an online graduate level technology course for early childhood educators revealed a quickly out of date...
The Effect of PICTK Knowledge and Instructional TPACK Knowledge on Sense of Empowerment among ICT Instructors
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 1903–1912
The current research has two goals: the first is to examine the predictive variables of the system level ICT instructors in comparison to ICT instructors in integrated district schools. The second goal is to examine the PICTK (Program Information...
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2809–2818
Teacher knowledge in educational technology has been prevalent in research over the past decade. Current investigations include how a teacher may create cohesion between content, pedagogy, and technology (Mishra and Koehler, 2006). An integration of ...
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2511–2518
This study is using a mixed methods case study design to critically examine instructional practices that exploit web based tools for teacher candidates’ participatory experiences. Preservice education courses were designed using the Technological...
Journal of Electronic Resources Librarianship Vol. 25, No. 4 (2013) pp. 255–262
Technological pedagogical content knowledge ("TPACK") is a theoretical framework used primarily in the field of education to facilitate the integration of technology into educational endeavors. This framework can be particularly valuable...
Early Career Teacher Candidate TPACK Development: Implementation of a Learning Activity Types Short Course
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2404–2409
Currently, the literature contains multiple approaches to teacher candidate TPACK development. The Learning Activity Types Short Courses, which assist with scaffolding the process of combining content, pedagogy, and technologies in instruction for...
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1116–1120
Workforce education is most commonly identified with vocational education mainly in trade programs and presently with STEM education primarily for undergraduate populations seeking special certifications. However, there is a large population of...
Topics: Workforce Education
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 449–473
A wealth of research has focused on the technology integration behaviors of preservice teachers, with much of that literature centering on technology and methods coursework within teacher education programs. However, less emphasis has been placed on ...
Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers’ TPACK Development through Assessment of Lesson Plans.
Journal of Technology and Teacher Education Vol. 22, No. 4 (October 2014) pp. 449–470
Invited as a paper from SITE 2013. This study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers for teaching mathematics and science via one...
“Bit by bit putting it all together” How a holistic view of assessment changed our perception of the TPACK framework
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3932–3939
This research calls for a holistic view in assessing teacher candidates. The assessments used throughout the program contribute to the growth of the candidate, but separately don’t complete the picture. The assessments should require a candidate to...
YouTube Videos in the Pre-service Science Teacher Classroom: Increasing Awareness of the TPACK Intersections One Clip at a Time
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4519–4521
The frequency of technology integration, and more specifically online video integration (ie Youtube), in science education courses continues to increase. Many studies suggest that incorporating elements of selected videos into science lessons...
- Mishra, Punya (28)
- Voogt, Joke (23)
- Hofer, Mark (22)
- Fisser, Petra (19)
- Figg, Candace (18)
- Niess, Margaret (17)
- Albion, Peter (15)
- Doering, Aaron (14)
- Gillow-Wiles, Henry (14)
- Koehler, Matthew (13)
- Technological, Pedagogical Content Knowledge (TPACK) (276)
- Teaching and Learning with Emerging Technologies (67)
- Technological, Pedagogical Content Knowledge (47)
- Graduate Education & Faculty Development (46)
- Research & Evaluation (44)
- Preservice Teacher Education (40)
- Teachers (37)
- mathematics education (37)
- Distance/Flexible Education (30)
- Educational Technology (30)