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Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development
ARTICLE

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Journal of Educational Computing Research Volume 41, Number 3, ISSN 0735-6331

Abstract

In this article we sought to understand how social studies teachers' metacognitive awareness of their technological, pedagogical, and content knowledge (TPACK) changed after their participation in a program that consisted of: (a) professional development for the use of an online learning environment; and (b) using an online learning environment in their classrooms. Inservice teachers who went through the TPACK-based program experienced considerable movement within the TPACK diagrammatic knowledge domains and expressed positive and encouraging comments regarding their knowledge domains portrayed within the TPACK framework. Quantitative and qualitative results are shared along with implications of designing professional development, online learning environments using TPACK, and advancing the TPACK framework itself. (Contains 3 figures and 2 tables.)

Citation

Doering, A., Veletsianos, G., Scharber, C. & Miller, C. (2009). Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development. Journal of Educational Computing Research, 41(3), 319-346. Retrieved April 23, 2019 from .

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  14. Effective Technology Integration in the Secondary English Classroom: A Planning Guide for Teachers

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  16. [Chais] Teachers in a World of Change: Teachers' Knowledge and Attitudes towards the Implementation of Innovative Technologies in Schools

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