Technological Pedagogical Content Knowledge (TPACK) Framework for K-12 Teacher Preparation: Emerging Research and Opportunities

Technological Pedagogical Content Knowledge (TPACK) Framework for K-12 Teacher Preparation: Emerging Research and Opportunities

Margaret L. Niess (Oregon State University, USA)
Indexed In: SCOPUS
Release Date: October, 2016|Copyright: © 2017 |Pages: 173
DOI: 10.4018/978-1-5225-1621-7
ISBN13: 9781522516217|ISBN10: 1522516212|EISBN13: 9781522516224
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Description & Coverage
Description:

Educational technologies are vastly becoming a common-place entity in classrooms as they provide more options and support for teachers and students. However, many teachers are finding these technologies difficult to use as they were never fully trained on how to utilize it or have received little instruction on how to effectively apply it in the classroom.

Technological Pedagogical Content Knowledge (TPACK) Framework for K-12 Teacher Preparation: Emerging Research and Opportunities features contemporary insights into a multi-year research effort that concluded with the design and development of an online TPACK learning trajectory. Highlighting how this development impacts the design of professional development coursework for educators, this publication is a critical work for in-service teachers, researchers, and online course developers.

Coverage:

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

  • Asynchronous Learning Experiences
  • In-Service Teachers
  • Knowledge-of-Practice
  • Online Course Design
  • Online Learning
  • Professional Development
  • Scaffolding
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Editor Biographies
Margaret (Maggie) L. Niess is Professor Emeritus of Mathematics Education at Oregon State University. Her research focuses on integrating technology in teaching science and mathematics and the knowledge teachers require for integrating technologies in their teaching – TPACK. 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 program for K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Her research from this program explores the effectiveness of social metacognitive constructivist learning trajectory in online graduate coursework. She is an editor of an upcoming IGI Handbook of Research on Teacher Education in the Digital Age. She has chaired multiple committees for the Association of Mathematics Teacher Educators (AMTE), currently serves as chair for the American Educational Research Association’s SIG-TACTL (Technology as a Change Agent in Teaching and Learning).
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