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“Grounded” Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies
ARTICLE

, , 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 April 19, 2019 from .

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Cited By

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    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2443–2452

  2. Differentiating TPACK-based Learning Materials for Preservice and Inservice Teachers

    Mark Hofer & Judi Harris, School of Education, College of William & Mary, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2357–2366

  3. Open Educational Resources (OERs) for TPACK Development

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  4. Planning for Deep Learning Using TPACK-based Learning Activity Types

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  5. MtEceK - A Project to Investigate Teacher Knowledge of Early Childhood Teachers in Hong Kong

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  6. Building Community for Professional Learning: Exploring Teaching and Technology in Secondary English Language Arts

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    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2083–2087

  7. Incorporating Knowledge of Students Systematically into TPACK-based Instruction: An Illustration

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    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5054–5061

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

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

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.