You are here:

Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers' Curriculum-Based, Technology-Related Instructional Planning
ARTICLE

,

Journal of Research on Technology in Education Volume 43, Number 3, ISSN 1539-1523

Abstract

How does teachers' technological pedagogical content knowledge (TPACK) inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers' planning, we sought to discover clues to the nature and development of these teachers' TPACK-in-action as it was expressed in their planning processes. Comparisons of interview data and planning products before and after engaging in professional development that addressed content-focused, TPACK-based learning activity types (Harris & Hofer, 2009) revealed three primary findings, each supported by participating teachers' oral and written reflections upon their learning. The participating teachers' (a) selection and use of learning activities and technologies became more conscious, strategic, and varied; (b) instructional planning became more student-centered, focusing primarily upon students' intellectual, rather than affective, engagement; and (c) quality standards for technology integration were raised, resulting in deliberate decisions for more judicious educational technology use. (Contains 1 figure and 3 tables.)

Citation

Harris, J.B. & Hofer, M.J. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers' Curriculum-Based, Technology-Related Instructional Planning. Journal of Research on Technology in Education, 43(3), 211-229. Retrieved April 23, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. TPCK and Initial teacher education: Insights on the development of pedagogical reasoning in TPCK-based instructional design (ID) practices

    Ottavia Trevisan & Marina De Rossi, University of Padova, Italy

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2128–2132

  2. International Teachers’ Evolving Relationships with Educational Technology

    Medha Dalal & Leanna Archambault, Arizona State University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 612–620

  3. Preparing for Infusion: Emergence of a Model for Faculty TPACK Development

    Daniel Mourlam, University of South Dakota, United States

    Journal of Technology and Teacher Education Vol. 25, No. 3 (July 2017) pp. 301–325

  4. Investigating the Relationship Between TPACK and the ISTE Standards for Teachers

    Josh DeSantis

    Issues and Trends in Educational Technology Vol. 4, No. 1 (Nov 14, 2016)

  5. A Framework for Seeking the Connections between Technology, Pedagogy and Culture: A study in the Maldives

    Aminath Adam

    Journal of Open, Flexible, and Distance Learning Vol. 21, No. 1 (Jul 01, 2017) pp. 35–51

  6. Teachers’ Engagement with New Literacies as Support for Implementing Technology in the English/Language Arts Classroom

    Melody Zoch, University of North Carolina at Greensboro, United States; Joy Myers, James Madison University, United States; Joy Myers, University of North Carolina at Greensboro, United States

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 25–52

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

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

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2864–2871

  8. What Is Educational Technology? An Inquiry into the Meaning, Use, and Reciprocity of Technology

    Arun Lakhana

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 3 (Dec 14, 2014)

  9. Exploring TPCK in One-to-One High School Civics Classrooms

    Wayne Journell, University of North Carolina at Greensboro, United States; Melissa Beeson, Salem College, United States; Cheryl Ayers, University of North Carolina at Greensboro, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2931–2939

  10. What is Educational Technology? An Inquiry into the Meaning, Use, and Reciprocity of Technology / Qu’est-ce que la technologie pédagogique ? Un examen de la signification, de l’utilisation et de la réciprocité de la technologie

    Arun Lakhana, Concordia University

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 3 (Dec 14, 2014)

  11. Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

    Syh-Jong Jang & Meng-Fang Tsai, Chung-Yuan Christian University

    Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

  12. Using Technological-Pedagogical-and-Content Knowledge (TPACK) to Support Universal Design for Learning (UDL): A Case Study

    Kimble McCann, kimbleh@hawaii.edu, United States

    EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 2253–2258

  13. Investigating the Impact of a Site-based Educational Technology Course in Teacher Education

    Nicholas Lux, Montana State University - Bozeman, United States; Mike Van Vuren, Bozeman School District, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2568–2573

  14. Assessment of Teacher Candidate Reflection in E-Portfolios

    Daihong Chen, Andrew Lumpe & Daniel Bishop, Seattle Pacific University, United States

    EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 1872–1881

  15. Understanding the Effectiveness of ICT Professional Learning through the TPACK Conceptual Framework: A Case Study

    Jennifer de Vries & Tania Broadley, Curtin University, Australia

    EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 506–514

  16. TPACK: Exploring a Secondary Pre-service Teachers’ Context

    Petrea Redmond, University of Southern Queensland, Australia; Jennifer Lock, University of Calgary, Canada

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5084–5091

  17. Using TPACK for Analysing Teachers’ Task Design – Understanding Change in a 1:1-Laptop Setting

    Martin Tallvid, Johan Lundin & Berner Lindström, University of Gothenburg, Sweden

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4773–4780

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

    Judith Harris & Mark Hofer, College of William & Mary, United States; Margaret Blanchard, North Carolina State University, United States; Neal Grandgenett, University of Nebraska - Omaha, United States; Denise Schmidt, Iowa State University, United States; Marcela van Olphen, University of South Florida, United States; Carl Young, North Carolina State University, United States

    Journal of Technology and Teacher Education Vol. 18, No. 4 (October 2010) pp. 573–605

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.