Search results for author:"Ottavia Trevisan"
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TPCK and Initial teacher education: Insights on the development of pedagogical reasoning in TPCK-based instructional design (ID) practices
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2128–2132
In the last decades, TPCK (Mishra & Koehler, 2006; Angeli & Valanides, 2009) has come to the forefront of educational research, acknowledging the growing role of technologies in educational practices in the definition of teachers’ knowledge, with...
Technological Pedagogical Content Knowledge in the literature: how TPCK is defined and implemented in initial teacher education
Italian Journal of Educational Technology Vol. 26, No. 1 (Jun 06, 2018) pp. 7–23
Negli ultimi anni, il ruolo crescente delle tecnologie nella didattica stato oggetto di riflessione scientifica in relazione alle competenze degli insegnanti, che comprendono una chiara base di conoscenza tecnologica unita ad una vasta competenza...
Practicing and prospective teachers’ pedagogical reasoning about using technology in their educational practice: Part 1
Joke Voogt; Michael Phillips; Ottavia Trevisan; Marina de Rossi; Anneke Smits; Henk La Roi; Roland Bruijn; Judi Harris; Mark Hofer; Petra Fisser
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 13–16
In 1986, Shulman introduced the concept of pedagogical reasoning and action as an important means for teachers to continually professionalize and improve their teaching. This concept also helps us to understand why and how practicing and prospective ...
Preparing (student-)teachers in using technology in their teaching: An international perspective – Part 1
Joke Voogt; Henk Sligte; Anneke Smits; Ottavia Trevisan; Marina de Rossi; Erkko Sointu; Teemu Valtonen; Matthew C. Lambert; Jenni Kankaanpää; Laura Hirsto; Kati Mäkitalo-Siegl; Jo Tondeur
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 675–678
A teacher’s Technological pedagogical Content Knowledge (TPACK) not only reflects what a teacher does with technology (the pedagogical actions), but, more importantly needs to reflect why teachers use specific technology to help students learn. The...