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The Development of Teacher TPCK by Instructional Approach: Tools, Videocase, and Problems of Practice
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, University of Texas at Austin, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined the development of teachers' knowledge about technology during a course that used three distinct instructional approaches to teaching teachers about technology integration. The purpose was to better understand how the instructional approaches facilitate teachers' perspectives about and knowledge of technology integration for K-12 instruction. The three approaches included: (a) learning technological tools and then connecting those tools to content areas, (b) examining online video cases that demonstrate K-12 teachers using technology in support of student learning, and (c) using teachers' problems of practice to anchor investigation of technological solutions. The results indicate the latter two approaches assist teachers in learning to use technology to teach content. Teacher educators who design graduate level courses or professional development opportunities must understand how instructional approaches may limit or privilege development of TPCK.

Citation

Hughes, J. (2008). The Development of Teacher TPCK by Instructional Approach: Tools, Videocase, and Problems of Practice. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 5227-5234). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2019 from .

Keywords

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Cited By

  1. I Know I Am Supposed To, But I Just Can’t: Insights into Technology Integration in Science Classrooms

    Richard Hechter & Laurie Anne Vermette, University of Manitoba, Canada

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4112–4114

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