Learning by Design: TPACK in Action PROCEEDINGS
Liangyue Lu, Laurene Johnson, Leigh Tolley, Theresa Gilliard-Cook, Jing Lei, Syracuse University-School of Education, 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
Effective technology integration requires teachers to construct technological pedagogical content knowledge (TPACK). To help teachers develop TPACK, Learning by Design (LBD) is one promising instructional model for creating such a learning environment, addressing the situated nature and complex interplay of technology, pedagogy and content. In this article, we discuss initial efforts to apply TPACK and LBD in the design and development of a series of technology integration courses for elementary preservice teachers. We discuss the theoretical framework and instructional design theory behind the courses and how the research team applied LBD in preservice teacher technology preparation. We present examples from the courses to illustrate how TPACK and LBD are used as the basis of the course experiences. Applying TPACK and LBD in this context extends the understanding of the theoretical grounding for teacher technology preparation.
Lu, L., Johnson, L., Tolley, L., Gilliard-Cook, T. & Lei, J. (2011). Learning by Design: TPACK in Action. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4388-4395). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2018 from https://www.learntechlib.org/primary/p/37022/.
© 2011 Association for the Advancement of Computing in Education (AACE)
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Shu-Ju Diana Tai & Denise Crawford, Center for Technology in Learning & Teaching, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2661–2664
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