A Beginner’s Guide to Teaching the TPACK Framework in an Educational Technology Graduate Program
Kelly Keane, Loyola University MD, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper describes a successful approach to introducing graduate level students enrolled in an educational technology program to the TPACK framework. Using a backwards design model, the Technological Pedagogical Content Knowledge (TPACK) framework was presented to these students through a series of engaging and creative activities that utilized varying levels of technology integration ranging from high tech to no tech. Particular emphasis was placed on intentional and thoughtful technology integration and as such, course activities and assessments were specifically selected to model appropriate TPACK-alignment. Course objectives, a description of a few learning activities, assessment evidence, and an overview of key learning events and instruction are also presented. Ultimately, the graduate students competently grasped the TPACK framework and were able to overcome obstacles surrounding pedagogical knowledge to successfully apply the TPACK framework to their own practices.
Keane, K. (2016). A Beginner’s Guide to Teaching the TPACK Framework in an Educational Technology Graduate Program. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2900-2904). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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