Search results for author:"Punya Mishra"
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Association for Learning Technology Journal Vol. 12, No. 1 (March 2004) pp. 37–49
In this study, we followed three faculty members' experiences with designing and teaching online courses for the first time. In order to complete the activity, the faculty members had to work collaboratively with others across the university....
What Happens when Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
Journal of Educational Computing Research Vol. 32, No. 2 (2005) pp. 131–152
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...
Teachers College Record Vol. 108, No. 6 (June 2006) pp. 1017–1054
Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman's formulation of "pedagogical content...
Journal of Computing in Teacher Education Vol. 21, No. 3 (2005) pp. 94–102
Although there has been much debate about "what" teachers need to know about technology, less attention has been paid to "how" they are supposed to learn it. Teacher preparation programs need to go beyond merely training teachers in how to use...
Journal of Education Vol. 193, No. 3 (2013) pp. 13–19
This paper describes TPACK, technological pedagogical content knowledge (originally TPCK), a teacher knowledge framework for technology integration that builds on Lee S. Shulman's construct of pedagogical content knowledge to include technology...
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed
Journal of Research on Technology in Education Vol. 41, No. 4 (2009) pp. 393–416
In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content,...
Journal of Adolescent & Adult Literacy Vol. 44, No. 4 (2001) pp. 348–54
Notes that teachers see the computer as a tool to help them teach better, while students use computers to play games, chat, and design Web sites. Describes the after-school program Kids Learning In Computer Klubhouses (KLICK!) that operates...
Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology
Computers & Education Vol. 49, No. 3 (November 2007) pp. 740–762
Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on Schulman’s [Schulman, L. S. (1987). Knowledge and teaching:...
Journal of Computing in Teacher Education Vol. 24, No. 1 (2007) pp. 23–29
Video is a powerful medium for communication and learning. With increased accessibility to digital video production equipment, an important question is what role teacher production of video might have in teacher education. Using the lens of design...
Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 27–37
In this article, we explore creativity alongside educational technology, as fundamental constructs of 21st century education. Creativity has become increasingly important, as one of the most important and noted skills for success in the 21st century....
Annual Meeting of the American Educational Research Association 2002 (April 2002)
Institutions of higher education must find ways to develop the expertise needed to teach in the online world. Rather than address the technology as a separate set of skills that can be addressed separately through workshops, this paper makes the...
Education and Information Technologies Vol. 20, No. 4 (2015) pp. 715–728
Computational Thinking is considered a universal competence, which should be added to every child's analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present ...
TechTrends: Linking Research and Practice to Improve Learning Vol. 57, No. 3 (March 2013) pp. 34–39
This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses...
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
Journal of Research on Technology in Education Vol. 42, No. 2 (2009) pp. 123–149
Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper...