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Contemporary Issues in Technology and Teacher Education

March 2009 Volume 9, Number 1

Editors

Glen L. Bull; Lynn Bell; Chrystalla Mouza

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Table of Contents

Number of articles: 6

  1. TPACK: A Framework for the CITE Journal

    Glen Bull & Lynn Bell, University of Virginia, United States

    During the same era in which this concept was being articulated, several teacher educator content associations and educational technology associations formed a collaborative organization. The... More

    pp. 1-3

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  2. Mathematics Teacher TPACK Standards and Development Model

    Margaret L. Niess, Oregon State University, United States; Robert N. Ronau, University of Louisville, United States; Kathryn G. Shafer, Ball State University, United States; Shannon O. Driskell, University of Dayton, United States; Suzanne R. Harper, Miami University, United States; Christopher Johnston, George Mason University, United States; Christine Browning, Western Michigan University, United States; S. Asli Özgün-Koca, Wayne State University, United States; Gladis Kersaint, University of South Florida, United States

    What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the... More

    pp. 4-24

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  3. Teaching Science with Technology: Case Studies of Science Teachers' Development of Technological Pedagogical Content Knowledge (TPCK)

    S. Selcen Guzey & Gillian H. Roehrig, University of Minnesota, United States

    This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program... More

    pp. 25-45

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  4. Strategies for Preparing Preservice Social Studies Teachers to Effectively Integrate Technology: Models and Practices

    Thomas Brush, Indiana University School of Education, United States; John Saye, Auburn University, United States

    This paper describes strategies used by the authors to assist preservice social studies teachers with understanding and applying models and practices for effectively integrating technology into... More

    pp. 46-59

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  5. What is Technological Pedagogical Content Knowledge (TPACK)?

    Matthew Koehler & Punya Mishra, Michigan State University, United States

    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,... More

    pp. 60-70

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  6. Examining TPACK Among K-12 Online Distance Educators in the United States

    Leanna Archambault, Arizona State University, United States; Kent Crippen, University of Nevada Las Vegas, United States

    With the increasing popularity and accessibility of the Internet and Internet-based technologies, along with the need for a diverse group of students to have alternative means to complete their... More

    pp. 71-88

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