Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Twenty-first century teacher educators need to design learning experiences integrating technology for transformative learning. Bringing together the power of deep content knowledge, pedagogical knowledge and technological knowledge in an integrated manner is critical in the design of today’s learning experience. The TPACK framework assists educators to gain competency and confidence to design technology-enhanced learning in ways that transform the learning experience for both students and teachers. This paper describes the TPACK findings of secondary pre-service teachers who have just completed their second professional experience placement in conjunction with a curriculum and pedagogy course. Pre-service teachers reported that they were developing the necessary confidence in working with the technology and designing learning using a TPACK framework. From the data, it was apparent that teacher educators are able use the framework to design, model and explore innovative teaching with technology to design TPACK learning experiences that are mindful and thoughtful.
Redmond, P. & Lock, J. (2013). TPACK: Exploring a Secondary Pre-service Teachers’ Context. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 5084-5091). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from https://www.learntechlib.org/primary/p/48940/.
- Angeli, C., & Valanides, N. (2008). TPCK in pre-service teacher education: Preparing primary education students to teach with technology. Paper presented at the Annual Meeting of the American Educational Research Association, New York City, NY. Australian Government (nd). Teaching Teachers for the Future. Retrieved October 15, 2012, from http://www.ttf.edu.au/ Australian Institute for Teaching and School Leadership (2012). National Professional Standards for Teachers-Graduate Teachers. Retrieved October 15, 2012, from http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers/Standards
- Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319-346.
- Education Queensland (2006). Professional Standards for Teachers. Retrieved October 15, 2012, from https://www.qct.edu.au/Publications/ProfessionalStandards/ProfessionalStandardsForQldTeachers2006.pdf Graham, C.R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers& Education, 57(3), 1953-1960.
- Harris, J. (2005). Our agenda for technology integration: It’s time to choose. Contemporary Issues in Technology and Teacher Education, 5(2), 116-122.
- Harris, J., & Hofer, M.J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
- Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
- Kinuthia, W., Brantley-Dias, L., & Clarke, P.A.J. (2010). Development of pedagogical technology integration content knowledge in preparing mathematics preservice teachers: The role of instructional case analyses and reflection. Journal of Technology and Teacher Education, 18(4), 645 – 669.
- Koehler, M., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (pp. 1-29). New York, NY: Routledge.
- Lee, K.S., Chai, C.S., & Koh, J.H.L. (2012). Fostering Pre-service Teachers’ TPACK Towards Student-centered Pedagogy. Paper presented at the Society for Information Technology& Teacher Education International Conference.
- Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108, 1017-1054.
- Niess, M.L. (2008). Guiding preservice teachers in developing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (pp. 223-250). New York,
- Redmond, P., & Lock, J. (2008). Investigating Deep and Surface Learning in Online Collaboration. Paper presented at the Society for Information Technology& Teacher Education 19th International Conference Las Vegas, Navada.
- Schmidt, D., Baran, E., Thompson, A., Koehler, M., Punya, M., & Shin, T. (2009). Examining preservice teachers' development of technological pedagogical content knowledge in an introductory instructional technology course. Paper presented at the Society for Information Technology& Teacher Education International Conference.
- Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.-5091 DASHDASH
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
Luciano da Rosa dos Santos, Jackie Seidel & Jennifer Lock, University of Calgary, Canada
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 1927–1931
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.