You are here:

21st Century Pedagogical Content Knowledge
PROCEEDINGS

, Stephen F. Austin State University, United States ; , Sam Houston State University, United States

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, discusses some of its limitations, and reviews and introduces a new theoretical framework, 21st Century Pedagogical Content Knowledge (21st Century PCK), to clarify the discourse surrounding teaching and learning with technology.

Citation

Slough, S. & Slough, P. (2015). 21st Century Pedagogical Content Knowledge. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1101-1108). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from .

Keywords

View References & Citations Map

References

  1. Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292–302.
  2. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: advances in technological pedagogical content knowledge (TPCK). Computers& Education, 52, 154–168.
  3. Archambault, L.M., & Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: exploring the TPACK framework. Computers& Education, 55, 1656–1662.
  4. Bryan, J., & Slough, S.W. (2009). Converging lens simulation design and image predictions. Physics Education, 44, 264-275.
  5. Chamblee, G.E., & Slough, S.W. (2004). Using the Concerns-Based Adoption Model to assess changes in technology implementation: A ten-year retrospective. In R. Ferdig& C. Crawford (Eds.), Society for technology and teacher education annual, 20004 (pp. 864-871). Association for the Advancement of
  6. DeLamater, W. (2001). A technology story form NECC. Independent School Technology Letter, (25) Retrieved Jan. 15, 2006 from http://schooladmin.com/istl/ArticleArchive/Issue25.htm.
  7. 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, 319–346.
  8. Gess-Newsome, J. (2002). Pedagogical content knowledge: an introduction and orientation. In J. Gess-Newsome, & N. Lederman (Eds.), PCK and science education (pp. 3–17). New York, NY: Kluwer Academic Publishers.
  9. Graham CR (2011) Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers& Education 57, 1953–1960.
  10. Knowles, M.S. (1970).The modern practice of adult education: Andragogy versus pedagogy. New York: Association.
  11. Koehler, M.J., & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94-102.
  12. Lessig, L. (2008). Remix: Making art and commerce thrive in the hybrid economy. New York, NY; Penguin Press.
  13. Mishra, P., & Kereluik, K. (2011). What 21st century learning? A review and a synthesis. In M. Koehler& P. Mishra (Eds.), Proceedings of Society for Information Technology& Teacher Education International Conference 2011 (pp. 3301–3312). Chesapeake, VA: AACE.
  14. Oblinger, D., & Oblinger, J. (2005). Is it age or IT: First steps toward understanding the net generation. Educating the net generation, 2(1-2), 20. Retrieved from http://judicialaffairs.tamucc.edu/assets/IsItAge.pdf.
  15. Slough, S.W. (1998). High school science teachers' perceptions of telecommunications utilizing a concerns-based adoption model (CBAM). Unpublished doctoral dissertation, University of Houston, Houston, Texas, USA.
  16. Slough, S.W. (2010). High-tech solutions from a low-tech teacher: Learning new tricks from an unlikely source. In D. Gipson & B. Dodge (Eds.), Society for technology and teacher education annual 2010 (pp. 3619-3626).
  17. Slough, S.W., & Connell, M. (2006). Defining technogogy and its natural corollary, Technogogical Content Knowledge (TCK). In C. Crawford et al. (Eds.), Society for technology and teacher education annual 2006 (pp. 1053-1059). Chesapeake, VA: AACE.
  18. Slough, S.W., Connell, M.L., & Chamblee, G.E. (2015). Looking for learners: The legacy of Technogogical Content Knowledge (TCK). In C. Crawford et al. (Eds.), Society for technology and teacher education annual 2015 (pp. 3411-3417) Chesapeake, VA: AACE.
  19. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
  20. Tyner, K. (2008). Literacy in a digital world: Teaching and learning in the age of information. Hillsdale, NJ: Lawrence Erlbaum Associates.
  21. Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computers Assisted Learning, 29¸403-413.
  22. Wegerif, R.B., & Dawes, L. (2004). Thinking and learning with ICT: Raising achievement in primary classrooms. London: Routledge.
  23. Yerrick, R., Ross, D., & Molebach, P. (2005). Too close for comfort: Real-time science teaching via digital video editing. Journal of Science Teacher Education, 16, 351-375.
  24. Yurdakul, I.K., Odabasi, H.F., Kilicer, K., Coklar, A.N., Birinci, G., & A.A. Kurt. (2012). The development, validity and reliability of TPACK-deep: A pedagogical content knowledge scale. Computers& Education, 58, 964-977.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. 21st Century Pedagogical Content Knowledge and Science Teaching and Learning

    Scott Slough, Stephen F. Austin State University, United States; Gregory Chamblee, Georgia Southern University, United States

    Journal of Computers in Mathematics and Science Teaching Vol. 36, No. 2 (April 2017) pp. 173–187

  2. 21st Century Pedagogical Content Knowledge and Science Teaching and Learning

    Scott Slough, Stephen F. Austin State University, United States; Gregory Chamblee, Georgia Southern University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2154–2162

  3. Reimagining Pedagogical Content Knowledge for the 21st Century

    Scott Slough, Stephen F. Austin State University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 775–784

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.