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Scaffolding Subject Matter Content with Pedagogy and Technologies in Problem-Based Learning with the Online TPACK Learning Trajectory

Scaffolding Subject Matter Content with Pedagogy and Technologies in Problem-Based Learning with the Online TPACK Learning Trajectory

Copyright: © 2017 |Pages: 24
ISBN13: 9781522516217|ISBN10: 1522516212|EISBN13: 9781522516224
DOI: 10.4018/978-1-5225-1621-7.ch004
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MLA

Margaret L. Niess. "Scaffolding Subject Matter Content with Pedagogy and Technologies in Problem-Based Learning with the Online TPACK Learning Trajectory." Technological Pedagogical Content Knowledge (TPACK) Framework for K-12 Teacher Preparation: Emerging Research and Opportunities, IGI Global, 2017, pp.78-101. https://doi.org/10.4018/978-1-5225-1621-7.ch004

APA

M. Niess (2017). Scaffolding Subject Matter Content with Pedagogy and Technologies in Problem-Based Learning with the Online TPACK Learning Trajectory. IGI Global. https://doi.org/10.4018/978-1-5225-1621-7.ch004

Chicago

Margaret L. Niess. "Scaffolding Subject Matter Content with Pedagogy and Technologies in Problem-Based Learning with the Online TPACK Learning Trajectory." In Technological Pedagogical Content Knowledge (TPACK) Framework for K-12 Teacher Preparation: Emerging Research and Opportunities. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1621-7.ch004

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Abstract

This research-based application of an online inservice teacher education course highlights how scaffolding subject matter content, pedagogy, and technologies in a problem-based learning approach reframes teachers' TPACK for integrating digital image and video technologies with 21st century inquiry thinking skills: critical thinking, creative thinking, communicating and collaborating. The course design takes advantage of knowledge-building communities through the application of the online TPACK learning trajectory. The participants' products, interactions, and reflections demonstrate how the scaffolding engages them in high levels of thinking and learning in mathematics and science with digital image and video technologies. The result is an explanatory framework for how the scaffolding of the subject matter content, pedagogy, and technologies in problem-based learning with the online TPACK learning trajectory guides teachers in rethinking, relearning and reframing their TPACK knowledge for engaging students 21st century inquiry thinking with digital image and video technologies.

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