Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs
ARTICLE
Jon Margerum-Leys, Ronald W. Marx
Journal of Educational Computing Research Volume 26, Number 4, ISSN 0735-6331
Abstract
Describes a study that explored the construct of teacher knowledge of educational technology based on Shulman's model of teachers' knowledge that included content knowledge, pedagogical knowledge, and pedagogical content knowledge; and investigated the ways in which teacher knowledge is acquired, shared, and used by student teachers and their mentors in student teaching. (Author/LRW)
Citation
Margerum-Leys, J. & Marx, R.W. (2002). Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs. Journal of Educational Computing Research, 26(4), 427. Retrieved August 7, 2024 from https://www.learntechlib.org/p/95062/.
This record was imported from
ERIC on April 18, 2013. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Experiences, Discourse and Critical Reflections Reveal an Innovative Online Instructional Combination
Margaret Niess, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2499–2507
-
The Nature of TPACK: Is TPACK Distinctive, Integrative or Transformative?
Yi Jin, Kennesaw State University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2453–2458
-
Promoting transformative changes in mathematics teaching and learning in elementary schools through international online collaboration.
Irina Lyublinskaya, College of Staten Island, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1133–1139
-
A Case Study of a TPACK-Based Approach to Teacher Professional Development:Teaching Science With Blogs
Kamini Jaipal-Jamani & Candace Figg, Brock University, Canada
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 161–200
-
Using TPACK-in-Practice to Design Technology Professional Learning Opportunities for Teachers
Kamini Jaipal & Candace Figg, Brock University, Canada; Jenny Burson, University of Texas, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4710–4717
-
TPACK-in-Practice: Developing 21st Century Teacher Knowledge
Candace Figg & Kamini Jaipal, Brock University, Canada
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4683–4689
-
The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire Handheld
Irina Lyublinskaya & Nelly Tournaki, CUNY College of Staten Island, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4396–4401
-
Relationship of Preservice Teachers’ Technological Pedagogical Content Knowledge with their Vocational Self-Efficacy Beliefs
Ismail Sahin, Selcuk University, Turkey; Ahmet Oguz Akturk, Karamanoglu Mehmetbey University, Turkey; Denise Schmidt, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4137–4144
-
Learning to Teach with Technology through an Apprenticeship Model
Kathryn G. Shafer, Bethel College, United States
Contemporary Issues in Technology and Teacher Education Vol. 8, No. 1 (2008) pp. 27–44
-
The Development of Teacher TPCK by Instructional Approach: Tools, Videocase, and Problems of Practice
Joan Hughes, University of Texas at Austin, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5227–5234
-
Guest Editorial: Preparing Teachers to Teach Mathematics With Technology
Margaret L. Niess, Oregon State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 6, No. 2 (June 2006) pp. 195–203
-
Preparing Preservice Teachers to Teach Mathematics With Technology - Developing a TPCK
Margaret Niess, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3788–3795
-
K-12 Teachers’ Pedagogical Reasoning in Planning Instruction with Technology Integration
Yu Feng & Khe Hew, Indiana University, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3173–3180
-
Technology Learning Principles for Preservice and In-service Teacher Education
Joan Hughes, University of Minnesota, United States
Contemporary Issues in Technology and Teacher Education Vol. 4, No. 3 (2004) pp. 345–362
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
