Welcome to the InfoSci Platform
Reference Hub2
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

Margaret L. Niess
Copyright: © 2018 |Pages: 18
ISBN13: 9781522556312|ISBN10: 1522556311|EISBN13: 9781522556329
DOI: 10.4018/978-1-5225-5631-2.ch040
Cite Chapter Cite Chapter

MLA

Niess, Margaret L. "Scaffolding Subject Matter Content With Pedagogy and Technologies in Problem-Based Learning With the Online TPACK Learning Trajectory." Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 914-931. https://doi.org/10.4018/978-1-5225-5631-2.ch040

APA

Niess, M. L. (2018). Scaffolding Subject Matter Content With Pedagogy and Technologies in Problem-Based Learning With the Online TPACK Learning Trajectory. In I. Management Association (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 914-931). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch040

Chicago

Niess, Margaret L. "Scaffolding Subject Matter Content With Pedagogy and Technologies in Problem-Based Learning With the Online TPACK Learning Trajectory." In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 914-931. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5631-2.ch040

Export Reference

Mendeley
Favorite

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.