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Unpacking TPACK: TPK Characteristics Supporting Successful Implementation
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, , Brock University, Canada

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Competent teachers foster meaningful learning when they demonstrate the ability to connect subject matter content and pedagogical processes in ways that promote effective student learning in that content area. Using the TPCK model proposed by Koehler & Mishra (2006), this paper outlines specific Technological Pedagogical Knowledge (TPK) characteristics for supporting pre-service teachers’ effective integration of technology into classroom practice. The characteristics emerged from a cross-case analysis of data sources from a qualitative study of four pre-service teachers who planned and taught technology-enhanced lessons during a 7-week practice-teaching block at two K-8 schools. Data sources included pre and post focus group interviews, individual interviews, planning and support sessions, lesson plans, and observations of pre-service teachers’ classroom practice. Findings indicated that TPK characteristics were described by participants as significant to the success of initial technologically-enhanced lesson implementations.

Citation

Figg, C. & Jaipal, K. (2009). Unpacking TPACK: TPK Characteristics Supporting Successful Implementation. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4069-4073). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2019 from .

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Cited By

  1. Makerspaces for Developing TPACK: A Self-Directed Creative Exploration for Learning Mathematics

    Anjali Khirwadkar & Candace Figg, Brock University, Canada

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2463–2468

  2. Using Informal Learning of Makerspaces to Enhance Technological Pedagogical and Content Knowledge (TPACK)

    Candace Figg, Rowsell Jennifer, Welbourn Shannon & Kimberly Pelchat, Brock University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2037–2040

  3. Using TPACK-in-Practice Workshops to Enable Teacher Candidates to Create Professional Development Workshops that Develop Tech-Enhanced Teaching

    Candace Figg & Kamini Jaipal, Brock University, Canada

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5040–5047

  4. Using TPACK-in-Practice to Design Technology Professional Learning Opportunities for Teachers

    Kamini Jaipal & Candace Figg, Brock University, Canada; Jenny Burson, University of Texas, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4710–4717

  5. Using eBooks to Develop TPACK: Teacher Candidates Get ‘Handy’ for Class

    Candace Figg & Burson Jenny, Brock University, Canada

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4340–4345

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.