Technological Pedagogical Content Knowledge and the Context: An Integrated Model
Richard Reeve, Queen's University, Canada
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
Technological Pedagogical Content Knowledge (TPCK) has been embraced by the Society for Information Technology & Teachers Education (SITE) to the point that it now is a topic at the annual meeting. This short paper observes that the originators of TPCK, Punja Mishra and Matthew Koehler, in their recent writings about TPCK (Mishra & Koehler, 2007) have moved to make context a more important consideration in the TPCK framework (see figure 1). To support the recommendation that context actually be incorporated into the TPCK framework this paper presents an analysis of the discourse patterns of a Design Study Group that was engaged in the implementation of a technology-rich approach to education known as the “Knowledge Building Communities” approach (Scardamalia, 2002). It is argued that this analysis suggests the importance of context knowledge to the successful implementation of complex educational approaches and should therefore be considered for inclusion in the TPCK framework.
Reeve, R. (2008). Technological Pedagogical Content Knowledge and the Context: An Integrated Model. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 5310-5312). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from https://www.learntechlib.org/primary/p/28123/.
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