What is Technological Pedagogical Content Knowledge (TPACK)?

Matthew Koehler; Punya Mishra

Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 60–70

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee...

Topics: Teaching Methods, Teachers, Educational Technology, Professional Development, Curriculum

Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology

Punya Mishra; Matthew J. Koehler

Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2214–2226

We introduce Technological Pedagogical Content Knowledge (TPCK) as being essential for effective technology integration in teaching (Mishra & Koehler, 2006). We emphasize teacher knowledge for two reasons. First, because we view the teacher as an...

Strategies for teacher professional development on TPACK, Part 2

Joke Voogt; Ann Thompson; Punya Mishra; Petra Fisser; Ghaida Allayar; Douglas Agyei; Matthew Koehler; Tae Seob Shin; Leigh Graves Wolf; Mike DeSchryver; Denise Schmidt; Evrim Baran

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3940–3943

This symposium reports about research on professional development strategies that prepare pre-service teacher education students from various countries to become TPACK competent. All strategies have in common that they use a design approach to...

Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences

Tae Shin; Matthew Koehler; Punya Mishra; Denise Schmidt; Evrim Baran; Ann Thompson

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4152–4159

Teachers’ understanding of Technological Pedagogical Content Knowledge is critical in accomplishing successful technology integration in teaching. This study investigated how in-service teachers’ beliefs about teaching and technology changed as a...

Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course

Denise Schmidt; Evrim Baran; Ann Thompson; Matthew Koehler; Mishra Punya; Tae Shin

Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4145–4151

Grounded in Schulman’s idea of Pedagogical Content Knowledge (1986), Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. The ...

Game-Based Learning of Physics Content: The Effectiveness of a Physics Game for Learning Basic Physics Concepts

Aroutis Foster; Matthew Koehler; Punyashloke Mishra

World Conference on Educational Media and Technology 2006 (June 2006) pp. 2119–2125

Games and simulations are changing the ways in which students learn today. However, much remains unknown about the effectiveness of games to learn specific subject matter. The aim of this study was to better understand the role that games can play...

Topics: Games

Comparing Role-playing Activities in Second Life and Face-to-Face Environments

Fei Gao; Jeongmin J. Noh; Matthew J. Koehler

Journal of Interactive Learning Research Vol. 20, No. 4 (October 2009) pp. 423–443

This study compared student performances in role-playing activities in both a face-to-face (FTF) environment and a virtual 3D environment, Second Life (SL). We found that students produced a similar amount of communication in the two environments,...

Topics: Information Communication Technologies, Human Computer Interaction, eLearning, Communication, Collaboration, Virtual Environments, Post Secondary Education

Is the Movie Better than the Book? Differences in Engagement and Delayed Recall of Video and Text Cases in Science

Kathryn Dirkin; Aman Yadav; Michael Phillips; Matthew Koehler; Katie Hilden; Mary Lundeberg

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 4196–4201

Abstract: In this investigation we assessed whether different formats of media influenced participants' engagement and recall of narrative cases of people diagnosed with HIV/AIDS. For each of the personal case-narratives used in the study, we...

Topics: Instructional Design, Video, Instructional Materials

Successful Teaching with Technology: The Complex Interplay of Content, Pedagogy, and Technology

Matthew Koehler; Punya Mishra; Kurnia Yahya; Aman Yadav

Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2347–2354

In this paper we introduce our model for faculty development and technology integration that focuses on the complex interplay between content, pedagogy and technology. We exemplify our pedagogic technique for faculty development (called learning by...

Topics: Educational Technology, Integration, Faculty

With a Little Help From Your Students: A New Model for Faculty Development and Online Course Design

Matthew J. Koehler; Punyashloke Mishra; Kathryn Hershey; Lisa Peruski

Journal of Technology and Teacher Education Vol. 12, No. 1 (2004) pp. 25–55

Institutions of higher education are faced with the challenge of developing faculty who are ready, willing, and able to teach online. Standard approaches towards faculty development often miss the dynamic and complex relationship between content,...

Topics: Faculty, Educational Technology

The Role of Epistemological Beliefs in Preservice Teachers’ Interpretation of Video Cases of Early-Grade Literacy Instruction

Aman Yadav; Matthew Koehler

Journal of Technology and Teacher Education Vol. 15, No. 3 (July 2007) pp. 335–361

This study investigated how preservice teachers' beliefs about the nature of knowledge influence how they learn from, and interact with, a case-based hypermedia system designed to highlight exemplary elementary literacy instruction. Specifically, we ...

Topics: Internet, Preservice Teacher Education, Video, Educational Technology, Multimedia, Elementary Education

Educational Technology by Design: Results from a Survey Assessing its Effectiveness

Punya Mishra; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 1511–1517

We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data...

Topics: Faculty, Instructional Design

Developing Technological Pedagogical Content Knowledge (TPCK) Through Teaching Online

Punya Mishra; Lisa Peruski; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 2208–2213

Abstract: This is a cross-case analysis of three faculty members who designed and taught online classes for the first time. In a "learning technology by design" class, faculty and students cooperatively designed an online class that the faculty...

Editorial: Developing Technology Policies for Effective Classroom Practice

Glen Bull; John Park; Michael Searson; Ann Thompson; Punya Mishra; Matthew J. Koehler; Gerald Knezek

Contemporary Issues in Technology and Teacher Education Vol. 7, No. 3 (September 2007) pp. 129–139

Our goal in this editorial is to set the stage for interdisciplinary collaborations to tackle the wicked problem of technology integration in teaching. The CITE Journal is published by a coalition of teacher educator associations, the National...

Topics: Teachers, Multimedia, Preservice Teacher Education, Schools, Teaching Methods

Synergy Education Press: Tools for Teachers' Professional Development

Jeffrey Horvath; Richard Lehrer; Matthew Koehler; Anthony Petrosino

International Conference on Mathematics / Science Education and Technology 2000 (2000) pp. 2–3

Synergy Education Press, Inc. is a small company whose aim is to provide high-quality research-based teacher professional development materials for elementary mathematics and science educators. We will provide packages of multimedia and text-based ...

Topics: Mathematics, Elementary Education, Educational Technology, Children, Professional Development

Reconsidering the T and C in TPACK: Repurposing technologies for interdisciplinary knowledge

Kristen Kereluik; Punya Mishra; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3892–3899

This paper discusses the TPACK framework and offers a critique of its applicability to address the demands of teaching and learning in the 21st century. We propose a reframing of Content Knowledge (C) to address the increasingly salient role of...

Putting the Instructor in Charge: Component Architecture and the Design of a Course Web Site.

Punyashloke Mishra; Matthew J. Koehler

Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 68–69

This paper describes the "component architecture" of the web and how teachers can use various existing components of the web - plugins, websites, applets, web services etc., to develop complex applications with limited investment of resources....

Topics: Software

Comparing Student Interactions in Second Life and Face-to-Face Role-playing Activities

Fei Gao; Jeong Min Noh; Matthew J. Koehler

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2033–2035

This study compared student performances in role-playing activities in both face-to-face environment and Second Life. It was found that students produced similar amount of communication in the two environments, but the communication styles were...

Boundary Crossings: An Activity Theoretical Analysis of Technology Diffusion in a Teacher Education Program

Lisa Peruski; Punya Mishra; Cheryl Rosaen; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1647–1653

Abstract: Technology diffusion refers to the process of spreading a program of technology use across/throughout an organization, program, etc. We used activity theory to frame the research design and analysis of a qualitative study with the goal of...

With a little help from your students: A new model for faculty development and online course design

Matthew Koehler; Kathryn Hershey; Lisa Peruski; Punya Mishra

Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 688–692

We describe an approach to faculty development that brings together senior education faculty and graduate students to design online learning environments. This approach forces course designers to confront beliefs about what constitutes good teaching,...

Topics: Educational Technology, Faculty, Students

A qualitative study about the role of preservice teachers' beliefs in learning from literacy instruction video-cases.

Aman Yadav; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3427–3432

Beliefs about the nature of knowledge have been found to influence learning (Hofer & Pintrich, 1997; Schommer, 1990). This study investigated whether epistemological beliefs interact with the observations of preservice teachers regarding teaching...

Topics: Teachers, Instructional Design, Video

Results of an Experiment Evaluating the Use of Video Cases to Help Pre-Service Teachers Become Better Teachers of Literacy

Michael M. Phillips; Matthew J. Koehler; Gaoming Zhang; Aman Yadav; Cheryl Rosaen

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 585–592

In this paper, we describe a video- and case-based software designed to help pre-service teachers become skilled teachers of literacy, and how this software was used in one pre-service education course. We present the results of one evaluation study ...

Topics: Classrooms, Teachers, Literacy, Professional Development, Software

The Educational Affordances of the Flash Mob: From Mobs to Smart Mobs

Andrea Zellner; Chris Sloan; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3042–3047

The flash mob, a phenomenon in which groups of people gather in a public space and perform a specific task, has gathered increasing amounts of attention both on the internet and in popular culture. This paper examines the educational affordances and ...

More Questions than Answers: Responding to the Reading and Mathematics Software Effectiveness Study

Kimberly M. Fitzer; Joseph R. Freidhoff; Anny Fritzen; Anne Heintz; Matthew J. Koehler; Punya Mishra; Jim Ratcliffe; Tianyi Zhang; Jinjie Zheng; Wenying Zhou

Contemporary Issues in Technology and Teacher Education Vol. 7, No. 2 (June 2007) pp. 1–6

There have been few large-scale empirical studies of the effectiveness of educational software in improving student learning, even though educational technology has become a ubiquitous tool for learning both in and out of the classroom. The recently ...

Topics: Teachers, Educational Technology, Software, Professional Development, Middle School Education

The Process of Learning in a Simulation Strategy Game: Disciplinary Knowledge Construction

Aroutis Foster; Punya Mishra; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1903–1910

Game-based learning is pervasive in education. There are claims about what students learn and the process by which they learn; however, notable researchers still question what is learned from games. Using a mixed-methods approach, this study...

Guest Editorial: More Questions than Answers: Responding to the Reading and Mathematics Software Effectiveness Study

Kimberly M. Fitzer; Joseph R. Freidhoff; Anny Fritzen; Matthew J. Koehler; Punya Mishra; Jim Ratcliffe; Tianyi Zhang; Jinjie Zheng; Wenying Zhou

Contemporary Issues in Technology and Teacher Education Vol. 7, No. 2 (June 2007)

There have been few large-scale empirical studies of the effectiveness of educational software in improving student learning, even though educational technology has become a ubiquitous tool for learning both in and out of the classroom. The recently ...

Topics: Educational Technology, Teachers, Preservice Teacher Education, Teaching Methods, Research Methods

Context and Technological Pedagogical Content Knowledge: A Content Analysis

Joshua Rosenberg; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2626–2631

Context is an important part of technological pedagogical content knowledge (TPACK), but there is evidence teachers’ context has not been included in descriptions, explanations, or operationalizations of TPACK among publications that apply the TPACK ...

Topics: Technological, Pedagogical Content Knowledge

Technological Pedagogical Content Knowledge (TPACK): Revision and Rethinking

Petra Fisser; Joshua Rosenberg; Jolene Teske; Matthew Koehler; Punya Mishra; Joke Voogt; Jo Tondeur; Johan van Braak; Judi Harris; Charoula Angeli; Nicos Valanides; Andri Christodoulou; Karin Forssell; Leanna Archambault; Vicky Smart; Glenn Finger; Denise Schmidt-Crawford; Shu-ju Diana Tai; Wei Wang; Mary Herring

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 907–911

The Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators was critical to the development of the field of educational technology research and practice, but much has changed since its publication. The Handbook of Technological...

Topics: Graduate Education & Faculty Development

What is video good for? Examining how media and story genre interact

Matthew J. Koehler; Aman Yadav; Michael Phillips; Sean Cavazos-Kottke

Journal of Educational Multimedia and Hypermedia Vol. 14, No. 3 (July 2005) pp. 249–272

Research suggests that that the educational value of a media format depends upon the ways in which its representational affordances interact with complex features of the learning environment, including learner characteristics, content domains,...

Topics: technology, Cognition, research, web-based learning, Multimedia, hypermedia, Educational multimedia, psychology, learning theory, Research Methods, Social Sciences

Zen and the Art of Portfolio Maintenance: Best Practices in Course Design for Supporting Long-lasting Portfolios

Spencer P. Greenhalgh; Joshua M. Rosenberg; Andrea Zellner; Matthew J. Koehler

Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1755–1761

Teacher education courses that use portfolios can impact the ways in which teachers develop as professionals. Although the affordances of portfolios impact the professional development process of both pre-service and in-service teachers, courses...

Topics: Assessment and E-Folios

The Hitchhiker's Guide to Hybrid and Online Doctoral Programs

Punya Mishra; Danah Henriksen; Matthew Koehler; Mike Spector; Andrea Zellner; Tandra Tyler-Wood; Lin Lin; Greg Jones; Robin Dickson; Patrick Dickson

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 802–809

Presenters in this symposium will describe examples of current online or “hybrid” PhD programs recently developed in two different universities. The symposium will broadly describe the programs’ characteristics, successes, and challenges, giving...

Spam, Spam, Spam, Spam: Methodological Considerations and Challenges for Studying Educators’ Twitter Use

Jeffrey Carpenter; Matthew Koehler; K. Bret Staudt Willet; Spencer P. Greenhalgh

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2702–2711

Social media have come to play an important role in the professional lives of many educators. Platforms such as Twitter create new spaces in which collegial contact can occur, opening up various avenues for support and development. These spaces,...

Topics: Mobile Learning, Research & Evaluation, Social Media

A performance assessment of teachers’ TPACK using artifacts from digital portfolios

Joshua Rosenberg; Spencer Greenhalgh; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3390–3397

Researchers have employed many different methods of measuring teachers’ Technological Pedagogical Content Knowledge (TPACK). Existing measures of TPACK have typically focused on teachers’ self-report of their understanding, and relatively few...

Topics: Technological, Pedagogical Content Knowledge (TPACK), Portfolios, Assessment

Taking Stock of TeachersPayTeachers.com: Analyzing Four Million Classroom Resources

Catharyn Shelton; Matthew Koehler; Jeffrey Carpenter; Spencer Greenhalgh

Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 1493–1498

TeachersPayTeachers.com (TpT) is a popular online educational marketplace where educators exchange classroom and instructional materials. Despite indications of significant use of TpT, the existing empirical research on the platform and its users is ...

Topics: Social Media

What the Tech is Going on with Teachers? Digital Teaching Portfolios? Using the TPACK Framework to Analyze Teachers? Technological Understanding

Matthew Koehler; Spencer Greenhalgh; Joshua Rosenberg; Sarah Keenan

Journal of Technology and Teacher Education Vol. 25, No. 1 (January 2017) pp. 31–59

Despite the growing popularity of digital teaching portfolios, research has remained focused on outcomes associated with making digital teaching portfolios instead of examining the ways in which they can effectively assess what teachers know,...

Potential Applications of Sentiment Analysis in Educational Research and Practice – Is SITE the Friendliest Conference?

Matthew Koehler; Spencer Greenhalgh; Andrea Zellner

Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1348–1354

Despite the widespread use of sentiment analysis by many disciplines, it has been a largely underused tool in educational contexts. The purpose of this paper is to explore some potential uses for sentiment analysis in educational settings and to...

Topics: Educational Technology, Technology Leadership, Technological, Pedagogical Content Knowledge (TPACK)

A construct map for TPACK: developing an empirically derived description of increasing TPACK proficiency

Ralph Saubern; Daniel Urbach; Matthew Koehler; Michael Phillips

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2508–2516

Over the last ten years, the TPACK model has had a major influence on research into technology integration in education and been adopted for research across a wide variety of contexts. While this research has provided a valuable contribution to our...

Topics: Research & Evaluation, Technological, Pedagogical Content Knowledge (TPACK)

Elements of Case Design for Hypermedia Environments in Teacher Education

Richard Lehrer; Anthony J. Petrosino; Matthew J. Koehler

EdMedia + Innovate Learning 1999 (1999) pp. 1414–1415

Our interest in the design of cases is motivated by the need to develop tools for elementary teachers that will help them understand how students think about forms of mathematics typically unfamiliar to teachers, like geometry, space or measure. In...

Topics: Teachers, Instructional Design, Mathematics, Elementary Education, Multimedia

Crowdfunding Education with DonorsChoose.org: All Things Equal?

Matthew Koehler; Michael Lachney

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 680–687

Crowdfunding approaches are often framed in democratizing and revolutionary terms by allowing anyone to use social media to facilitate the “crowd” to fund small but important projects. We explore if DonorsChoose, as the most prominent educational...

Topics: Equity & Social Justice, Research & Evaluation, Social Media

Examining the Alignment of Foreign Language Teachers’ Technology Use Intention and Actual Usage

Haixia Liu; Matthew J. Koehler; Lina Wang

Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1938–1943

This study aims to examine the alignment of foreign language teachers’ intention to use technology with teachers’ use of technology within the Technology Acceptance Model (TAM) framework. Within this approach, technology use is examined in terms of...

Topics: faculty development, Teaching and Learning with Emerging Technologies

The Technological Pedagogical Content Knowledge (TPACK) Framework: Lineages of the First Ten Years of Research: Part 1

Aaron Kessler; Michael Phillips; Matthew Koehler; Punya Mishra; Joshua Rosenberg; Denise Schmidt-Crawford; Wei Wang; Judith Harris; Chrystalla Mouza; Daniel Mourlam; Aroutis Foster; Mamta Shah

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2376–2380

The purpose of this symposium is to provide the TPACK community with a snapshot of the first ten years of the TPACK framework with the hope that this comprehensive review will provide the researchers with an opportunity to reflect on the development ...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

Strategies, Use, and Impact of Social Media for Supporting Teacher Community within Professional Development: The Case of one Urban STEM Program

Joshua M. Rosenberg; Spencer P. Greenhalgh; Leigh Graves Wolf; Matthew J. Koehler

Journal of Computers in Mathematics and Science Teaching Vol. 36, No. 3 (September 2017) pp. 255–267

This paper examines the use of social media to foster community connections within the MSU Urban Science, Technology, Engineering, and Mathematics (STEM) program. We describe the strategies employed by the program and the technologies employed by...

A Tweet by Any Other Frame: Three Approaches to Studying Educator Interactions on Twitter

K. Bret Staudt Willet; Matthew J. Koehler; Spencer P. Greenhalgh

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1823–1830

Every day, thousands of educators use Twitter to interact with each other. Yet, the research that examines these educator interactions on Twitter is nascent, in part because it is unclear how to theoretically conceptualize the nature of interactions ...

Topics: Teaching and Learning with Emerging Technologies

A Tale of Two Twitters: Synchronous and Asynchronous Use of the Same Hashtag

Joshua Rosenberg; Mete Akcaoglu; K. Bret Staudt Willet; Spencer Greenhalgh; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 283–286

Communication in online settings can occur at the same time (synchronously) or at different times (asynchronously). A new form of online learning in which teachers communicate both at the same time and at different times is through social media...

Topics: Distance/Flexible Education

What Features We Like When We Like Educational Games

Spencer P. Greenhalgh; Matthew J. Koehler; Liz Owens Boltz

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 554–561

We examine the effect of three kinds of game features—mechanics, themes, and genres—on player enjoyment of educational games. Although games are often thought to be more enjoyable than other learning activities, there has been little research on how ...

Topics: Games & Simulations

Tweeting in the Time of Terrorism: Who Participates in a French Hashtag-based Affinity Space, Where, and How?

Spencer P. Greenhalgh; Matthew J. Koehler

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 614–619

Twitter is increasingly seen as a valuable resource for teacher professional development, in part for its ability to facilitate affinity spaces (Gee, 2004) that are accessed through hashtags. However, while the affinity space is widely recognized as ...

Topics: New Possibilities with Information Technologies, International Education, Teaching and Learning with Emerging Technologies

Avoiding Madness in our Methods: Considerations for Twitter Research in Teacher Education

Spencer P. Greenhalgh; Joshua M. Rosenberg; Matthew J. Koehler

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1558–1561

Twitter is increasingly recognized as a site for both teacher education and teacher education research. Although using digital methods to study Twitter data has a number of advantages for teacher education scholars, there are also methodological and ...

Topics: New Possibilities with Information Technologies, Teaching and Learning with Emerging Technologies

Unpacking TPACK: reconsidering knowledge and context in teacher practice.

Michael Phillips; Matthew Koehler; Joshua Rosenberg; Benjamin Zunica

Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2422–2429

Teacher knowledge has been a research focus for a number of decades and is a core of the TPACK framework and the PCK framework which preceded it. Despite the centrality of knowledge in both conceptualisations, it is difficult to find clear and...

Topics: Technological, Pedagogical Content Knowledge (TPACK)

Looking outside the circles: Considering the contexts influencing TPACK development and enactment

Michael Phillips; Matthew Koehler; Joshua Rosenberg

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3029–3036

Technological pedagogical content knowledge (TPACK) is a well-known theoretical framework that has reshaped contemporary understanding of the interplay between forms of knowledge required by expert teachers. This paper draws on recent thinking and...

Topics: Technological, Pedagogical Content Knowledge (TPACK), Teaching and Learning with Emerging Technologies

Examining Teachers’ Technology Use Through Digital Portfolios

Sarah Keenan; Joshua Rosenberg; Spencer Greenhalgh; Matthew Koehler

Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1084–1091

Digital portfolios designed by educators have the potential to serve as assertions of technology knowledge (TK). This study describes and begins to evaluate a proposed method for assessing educators’ asserted TK through the platforms and artifacts...

Topics: Research & Evaluation