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Designing a tool to support teachers with the TPACK framework
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, Learning Technologies, College of Education & Human Development, University of Minnesota, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

As intended by Mishra and Koehler (2006), the TPACK framework has values in supporting teachers in teaching practices. However, it has been used primarily for teacher educators and researchers. Answering the call for a broader use of the TPACK framework (Brantley-dias & Ertmer, 2013), this work describes an in-progress project to design a tool that uses TPACK framework to support teachers in teaching practices. The tool supports teachers’ metacognition and self-evaluation with a checklist and an embedded assessment. Building on two highly complementary instruments, the checklist covers both understandings of the framework and teaching artifact analysis. Especially, the checklist’s use in teaching practices brings context-specific environment, which is considered valuable for relieving many critics on the two instruments. The embedded assessment presents graphic visualizations and tracks progresses for individual teaching practices. Restrictions are also discussed.

Citation

Fang, F. (2015). Designing a tool to support teachers with the TPACK framework. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1079-1084). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

Keywords

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Cited By

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

    Kam Ling Lao, Open University of Hong Kong, Hong Kong

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1450–1453

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