Teacher Knowledge for Teaching with Technology: A TPACK Lens
Margaret L. Niess (Oregon State University)
Copyright © 2012. 15 pages.
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Technology, pedagogy, and content knowledge (TPACK) is a dynamic lens that describes teacher knowledge required for designing, implementing, and evaluating curriculum and instruction with technology. TPACK strategic thinking incorporates knowing when, where, and how to use domain-specific knowledge and strategies for guiding students’ learning with appropriate digital, information, and communication technologies. This chapter maps historical responses to the question of the knowledge that teachers need for teaching amid the emerging views of and challenges with TPACK. A review of empirical progress serves to illuminate potential insights, values, and challenges for directing future research designed to identify a teacher’s learning trajectory in the development of a more robust and mature TPACK for teaching with current and emerging information and communication technologies.
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Matthew J. Koehler (Michigan State University, USA), Tae Seob Shin (University of Central Missouri, USA), Punya Mishra (Michigan State University, USA)
In this chapter we reviewed a wide range of approaches to measure Technological Pedagogical Content Knowledge (TPACK). We identified recent empirical studies that ut...
Lynn Bell (University of Virginia, USA), Nicole Juersivich (Nazareth College, USA), Thomas C. Hammond (Lehigh University, USA), Randy L. Bell (University of Virginia, USA)
Effective teachers across K-12 content areas often use visual representations to promote conceptual understanding, but these static representations remain insufficie...
John K. Lee (North Carolina State University, USA), Meghan M. Manfra (North Carolina State University, USA)
To address the myriad effects that emerge from using technology in social studies, we introduce in this chapter the concept of vernaculars to represent local conditi...
Stephen J. Pape (University of Florida, United States), Karen E. Irving (The Ohio State University, United States), Clare V. Bell (University of Missouri-Kansas City, United States), Melissa L. Shirley (University of Louisville, United States), Douglas T. Owens (The Ohio State University, United States), Sharilyn Owens (Appalachian State University, United States), Jonathan D. Bostic (University of Florida, United States), Soon Chun Lee (The Ohio State University, United States)
Classroom Connectivity Technology (CCT) can serve as a tool for creating contexts in which students engage in mathematical thinking leading to understanding. We theo...