Developing and Maintaining a TPACK Focus in the Preservice, Inservice and Teacher-Preparation Classroom
Jeffrey Kenton, Towson University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
TPACK shows a lot of promise as a focus point for design for educators, preservice teachers and faculty members in preservice preparation programs. TPACK is an effective way to organize thinking about what modern technology-using teachers need to know and be able to do. While the existing literature clearly demonstrates TPACK's promise as a teaching method, theoretical foundation and analytic lens, detailed descriptions of these principles in action are nearly absent. Specifically, more complete analyses of what each of the actors (teachers, students, content and technology) are doing (or are supposed to be doing) within the TPACK framework is needed. The purpose of this chapter is to present and dissect a scenario that focuses on TPACK integration, suggesting how preservice programs and inservice teachers can develop and maintain the requisite planning skills to use TPACK effectively in the classroom.
Kenton, J. (2009). Developing and Maintaining a TPACK Focus in the Preservice, Inservice and Teacher-Preparation Classroom. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3782-3788). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from https://www.learntechlib.org/primary/p/31243/.
- Brant, G., Hooper, E. & Sugrue, B. (1991). Which comes first the simulation or the lecture? Journal of Educational Computing Research,7(4), 469-481.
- Glazek, S.D. & Sarason, S.B. (2007). Productive learning: Science, art, and Einstein's relativity in educational reform. Thousand Oaks, CA: Corwin Press.
- Goodlad, I. (2984). A Place Called School. New York: McGraw-Hill.
- Hargrave,C.P. & Kenton, J.M. (2000). Preinstructional simulations: Implications for science classroom teaching. Journal of Computing in Mathematics and Science Teaching, 19(1), 47-58.
- Hughes, J.E. (2005). The role of teacher knowledge and learning experiences informing technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 377–402.
- Kenton, J.M. (1997). Preparing for conceptual change in middle school science: Use of a computer simulation to elicit student conceptions about electricity. Unpublished master's thesis. Iowa State University, Ames, IA.
- Koehler, M.J. & Mishra, P. (2008). Introducing TPACK. In Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators, (pp 3-29.) New York: Routledge
- Koehler, M.J., Mishra, P. & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy& Technology. Computers and Education,49(3), 740-762.
- Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record,108(6),1017-1054.
- Mishra, P., & Koehler, M.J. (2003). Not "what" but "how:" Becoming design-wise about educational technology. In Y. Zhao (Ed.), What teachers should know about technology: Perspectives and practices (pp. 99–122). Greenwich,
- Olson, J.K. & Clough, M.P. (2001). Technology's tendency to undermine serious study: A cautionary note. The ClearingHouse, 75(1), 8-13.
- Sarason, S.B. (1974). The psychological sense of community: Prospects for a community psychology. San Francisco: Jossey Bass.
- Sarason, S.B. (1990). The predictable failure of educational reform. San Francisco: Jossey Bass.
- Sarason, S.B. (1993). The Case for Change: Rethinking the Preparation of Educators. San Francisco: Jossey-Bass.
- Sarason, S.B. (1996). Revisiting the culture of the school and the problem of change. New York: Teachers College Press.
- Sarason, S.B. (1998). Political leadership and educational failure. San Francisco: Jossey Bass.
- Sarason, S.B. (2002). Questions you should ask about charter schools and vouchers. Portsmouth, NH : Heinemann.
- Sarason, S.B. (2003). American psychology and schools: A critique. American Journal of Community Psychology, 32, 99-106.
- Sarason, S.B. (2004). And what do you mean by learning? Portsmouth, NH : Heinemann.
- Schulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher,15(2), 414.
- Schulman, L.S. (1987). Knowledge and teaching: foundations for a new reform. Harvard Educational Review,57(1), 1–22.
- Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R. & Heck, D.J. (2003). Looking inside the classroom: A study of K-12 mathematics and science education in the United States. Chapel Hill, NC: Horizon Research, Inc.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.