How Online Tasks Promote Teachers' Expertise within the Technological Pedagogical Content Knowledge (TPACK)

How Online Tasks Promote Teachers' Expertise within the Technological Pedagogical Content Knowledge (TPACK)

Aviva Klieger (Beit Berl Academic College, Israel) and Anat Oster-Levinz (Beit Berl Academic College, Israel)
DOI: 10.4018/978-1-61520-985-9.ch015


In the Information Communication Technology (ICT) era, teachers will have to wisely use the online environment in order to realize a new pedagogy. We developed a digital indicator for examining the extent to which technological knowledge is integrated with pedagogical content knowledge (TPACK). This indicator is used to examine online tasks developed by teachers in different subjects over time. The factors found to contribute and promote such integration are the instruction given to the teachers and time. These two factors enable the teachers to implement the appropriate pedagogy in a diverse technological environment. The authors recommend that correct integration of TPACK should be emphasized when planning professional development for teachers in the field of online tasks.
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The online world in which we live poses a real challenge to the education system, which includes the retooling of teachers via implementation that will make them familiar with the current technological tools at the disposal of the education system, and will change their teaching paradigm (Loveless, 2008). We will discuss the knowledge required of teachers who integrate technology in teaching as opposed to the misconception that the role of technology is in diversification, enrichment and expansion of teaching by means of illustrations which arouse the students' attention and motivation (Prensky, 2008). There are those who claim that pedagogy has not yet met technology (Hui et al., 2005; Gao et al., 2006; Ilomäki et al., 2006). Such an encounter is essential, because educated use of information communication technology in teaching may support meaningful learning and may comprise a lever for the teacher's coping with didactic, content and organizational issues (Dori et al., 2002; Kali & Linn, 2007;Linn, Davis, & Bell, 2004).

This chapter describes the importance, difficulties and challenges of introducing technology into teaching, the knowledge required of teachers when integrating technology in teaching – TPACK, and a digital indicator developed for the evaluation of the teachers' different types of knowledge: pedagogical knowledge, technological knowledge and technological pedagogical content knowledge (TPACK). In this research we examined online tasks developed by teachers over time, where some of the teachers received guidance and accompaniment in the development of the tasks. The findings in this chapter refer to the professional development of the teachers which took place in these fields.

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