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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, Anat Oster-Levinz
Copyright: © 2010 |Pages: 17
ISBN13: 9781615209859|ISBN10: 1615209859|ISBN13 Softcover: 9781616923457|EISBN13: 9781615209866
DOI: 10.4018/978-1-61520-985-9.ch015
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MLA

Klieger, Aviva, and Anat Oster-Levinz. "How Online Tasks Promote Teachers' Expertise within the Technological Pedagogical Content Knowledge (TPACK)." Transformative Learning and Online Education: Aesthetics, Dimensions and Concepts, edited by T. Volkan Yuzer and Gulsun Kurubacak, IGI Global, 2010, pp. 219-235. https://doi.org/10.4018/978-1-61520-985-9.ch015

APA

Klieger, A. & Oster-Levinz, A. (2010). How Online Tasks Promote Teachers' Expertise within the Technological Pedagogical Content Knowledge (TPACK). In T. Yuzer & G. Kurubacak (Eds.), Transformative Learning and Online Education: Aesthetics, Dimensions and Concepts (pp. 219-235). IGI Global. https://doi.org/10.4018/978-1-61520-985-9.ch015

Chicago

Klieger, Aviva, and Anat Oster-Levinz. "How Online Tasks Promote Teachers' Expertise within the Technological Pedagogical Content Knowledge (TPACK)." In Transformative Learning and Online Education: Aesthetics, Dimensions and Concepts, edited by T. Volkan Yuzer and Gulsun Kurubacak, 219-235. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-985-9.ch015

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Abstract

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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