If There’s TPACK, is There Technological Pedagogical Reasoning and Action? PROCEEDING
Judi Harris, William & Mary School of Education, United States ; Michael Phillips, Faculty of Education, Monash University, Australia
Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The notion of pedagogical content knowledge (PCK) was modified by multiple authors to become technological pedagogical content knowledge (TPCK or TPACK), spawning much active and dynamic scholarship since 2001. Currently, many researchers see TPCK/TPACK as the knowledge that teachers need to integrate technologies effectively into learning and teaching. Shulman’s PCK, however, was just one element in a much larger conceptualization of a knowledge base for educators, and that full range of knowledge was posited as being used by teachers in recursive processes of pedagogical reasoning and action. This begs the question: if there is TPCK/TPACK, which is rooted in PCK, as many studies have suggested, is there also technological pedagogical reasoning and action (TPR&A)? If so, what are its distinguishing characteristics? If not, why would TPCK not be mirrored in TPR&A? These questions are addressed in the following multivocal literature review.
Harris, J. & Phillips, M. (2018). If There’s TPACK, is There Technological Pedagogical Reasoning and Action?. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2051-2061). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 21, 2018 from https://www.learntechlib.org/primary/p/182811/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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Michael Phillips, Faculty of Education, Monash University, Australia; Judi Harris, William & Mary School of Education, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2109–2116
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