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“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies
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, , College of William & Mary, United States ; , North Carolina State University, United States ; , University of Nebraska - Omaha, United States ; , Iowa State University, United States ; , University of South Florida, United States ; , North Carolina State University, United States

Journal of Technology and Teacher Education Volume 18, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Technological pedagogical content knowledge (TPCK or TPACK) – the highly practical professional educational knowledge that enables and supports technology integration – is comprised of teachers’ concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ professional knowledge (including TPACK) in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed activity type taxonomies. In this article, we describe this approach to curriculum-based technology integration, illustrating it with overviews of and examples from six curriculum-based learning activity types taxonomies that have been developed to date. We invite our readers to vet and use these materials, participating in their further refinement via online surveys available on the Activity Types Wiki (http://activitytypes.wmwikis.net/).

Citation

Harris, J., Hofer, M., Blanchard, M., Grandgenett, N., Schmidt, D., van Olphen, M. & Young, C. (2010). “Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies. Journal of Technology and Teacher Education, 18(4), 573-605. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved November 17, 2019 from .

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