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Technological Pedagogical Content Knowledge in the Elementary Classroom: A Case Study of One Teacher’s Decision Making Process
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, University of North Carolina at Greensboro, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

With more digital technologies entering classrooms every year, there is a need to observe how teachers plan for thoughtful integration. The purpose of this study is to understand the thought processes and decisions a fifth grade teacher makes to integrate technology into her lessons using the TPCK framework (Mishra & Koehler 2006) and how her pedagogical beliefs affect those processes. Based on qualitative data analysis, this paper shares a fifth grade teacher’s experience planning for the integration of technology in a technology-rich, low SES, Title I classroom.

Citation

Beeson, M. (2011). Technological Pedagogical Content Knowledge in the Elementary Classroom: A Case Study of One Teacher’s Decision Making Process. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4273-4280). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2019 from .

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