Handbook of Research on TPACK in the Digital Age

Handbook of Research on TPACK in the Digital Age

Release Date: November, 2018|Copyright: © 2019 |Pages: 490
DOI: 10.4018/978-1-5225-7001-1
ISBN13: 9781522570011|ISBN10: 1522570012|EISBN13: 9781522570028
Hardcover:
Available
$255.00
TOTAL SAVINGS: $255.00
Benefits
  • Printed-On-Demand (POD)
  • Usually ships one day from order
Hardcover:
Available
$255.00
TOTAL SAVINGS: $255.00
Benefits
  • Printed-On-Demand (POD)
  • Usually ships one day from order
E-Book:
Available
$255.00
TOTAL SAVINGS: $255.00
Benefits
  • Multi-user license (no added fee)
  • Immediate access after purchase
  • No DRM
  • PDF download
E-Book:
Available
$255.00
TOTAL SAVINGS: $255.00
Benefits
  • Immediate access after purchase
  • No DRM
  • PDF download
  • Receive a 10% Discount on eBooks
Hardcover +
E-Book:
Available
$305.00
TOTAL SAVINGS: $305.00
Benefits
  • Printed-On-Demand (POD)
  • Usually ships one day from order
  • Multi-user license (no added fee)
  • Immediate access after purchase
  • No DRM
  • PDF download
Hardcover +
E-Book:
Available
$305.00
TOTAL SAVINGS: $305.00
Benefits
  • Printed-On-Demand (POD)
  • Usually ships one day from order
  • Immediate access after purchase
  • No DRM
  • PDF download
Article Processing Charge:
Available
$1,500.00
TOTAL SAVINGS: $1,500.00
OnDemand:
(Individual Chapters)
Available
$37.50
TOTAL SAVINGS: $37.50
Benefits
  • Purchase individual chapters from this book
  • Immediate PDF download after purchase or access through your personal library
Description & Coverage
Description:

This title is an IGI Global Core Reference for 2019 as it was co-edited by a leading education scholar, this title provides the latest research on the enhancement of Technological Pedagogical Content Knowledge (TPACK). Building upon her previous studies conducted through multiple Mathematics and Science Partnership (MSP) grants from the U.S. Department of Education, this comprehensive publication brings together over 45 educational experts, from the U.S., South America, and Europe, to provide online learning, digital technologies, and pedagogical strategies.

The Handbook of Research on TPACK in the Digital Age provides innovative insights into teacher preparation for the effective integration of digital technologies into the classroom. The content within this publication represents the work of online learning, digital technologies, and pedagogical strategies. It is designed for teachers, educational designers, instructional technology faculty, administrators, academicians, and education graduate students, and covers topics centered on classroom technology integration and teacher knowledge and support.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Critical Thinking
  • Digital Technologies
  • Instructional Strategies
  • Knowledge Development
  • Learning Trajectories
  • Online Learning
  • Pedagogical Strategies
  • Pre-Service Learning
  • Teacher Knowledge
  • Technology Integration
Download OnDemand Chapters Banner
Table of Contents
Search this Book:
Reset
Media
Videos:
Editor/Author Biographies
Margaret (Maggie) L. Niess is Professor Emeritus of Mathematics Education at Oregon State University. Her research focuses primarily on the knowledge teachers rely on for integrating technologies in teaching mathematics and science, otherwise called Technological Pedagogical Content Knowledge or TPACK. Her most recent book was Blended Online Learning and Instructional Design for TPACK: Emerging Research and Opportunities. She is currently co-principal investigator in a National Science Foundation grant titled: Child’s Play: Learning Computer Science Through Tabletop Games. She has authored multiple peer-reviewed journals and chapters including multiple teacher preparation books. She directed the design, implementation, and evaluation of an online Master of Science degree program for inservice K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Her research has identified an online learning trajectory framing student-centered instructional strategies using a social metacognitive constructivist context. She has chaired multiple committees for the Association of Mathematics Teacher Educators (AMTE’s Technology Committee), American Educational Research Association’s (AERA’s SIG-TACTL called Technology as a Change Agent in Teaching and Learning), and the Society for Information Technology and Teacher Education (SITE’s the Mathematics Education SIG and the Teacher Education SIG).
Henry Gillow-Wiles has both a Ph.D. in Mathematics Education and a M.S. in Mathematics from Oregon State University. His research centers on investigating the impact of online community of inquiry structures on teaching and learning. His most recent project focused on helping college level faculty redesign their courses to more fully engage first-year and first- generation students using a High Impact Practices structure to create signature assignments. With a student-centered pedagogical perspective, these vulnerable students were better able to transition to the tasks for college students. As part of sharing his research, he has edited several research compendiums and co-authored multiple peer-reviewed journals and chapters. In addition to delivering numerous conference presentations, he has served as the chair for the SITE math education SIG and the Internet officer in the American Education Research Association as for the SIG-TACTL (Technology as a Change Agent in Teaching and Learning).

Charoula Angeli is Professor of Instructional Technology and the Deputy Director of the Teaching and Learning Center at University of Cyprus. She has undergraduate, graduate, and doctoral studies at Indiana University-Bloomington, USA (B.S. in Computer Science, M.S. in Computer Science, and Ph.D. in Instructional Systems Technology). She also pursued a postdoctoral fellowship in Learning Research and Development Centre (LRDC) at University of Pittsburgh in the United States during the academic year 1998-1999. She is one of the principal researchers who initially conceptualized the framework of Technological Pedagogical Content Knowledge (TPCK) and developed methods for developing and evaluating TPCK in pre-service and in-service teacher education. She also researches the use of computers as cognitive tools for all learners taking into consideration individual learning needs and cognitive differences. Her research interests also include the development of e-learning training materials for teachers, adaptive technology-enhanced learning, learning analytics, and the design of learning environments for the development of critical thinking skills. She has published extensively in more than 50 prestigious referred journals and presented her work in more than 150 conferences worldwide. She is also the recipient of multiple best paper awards granted among others by American Educational Research Association (AERA), world Indigenous People Conference on Education (WiPSCE), Society for Information Technology and Teacher Education (SITE), and Cognition and Exploratory Learning in Digital Age (CELDA).

Archiving
All of IGI Global's content is archived via the CLOCKSS and LOCKSS initiative. Additionally, all IGI Global published content is available in IGI Global's InfoSci® platform.