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Using Technological Pedagogical Content Knowledge as a Framework for Video Case Analysis and Teacher Technology Preparation
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, , Towson University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

Authentic and effective integration of technology into instruction is the primary tenet of the Technological Pedagogical Content Knowledge Framework. The synthesis of strong content, pedagogical and technological knowledge can be captured and evaluated through video case analysis. The self-analysis of even a small portion of a lesson can generate tremendous professional growth for an educator. Additionally, integrating a recorded reflective piece with the video-taped lesson encourages the educator’s knowledge of her own best practices, and allows for identification of strengths and weaknesses in each node of the Technological Pedagogical Content Knowledge Framework model. This presentation will serve as a baseline analysis for using video cases and the Technological Pedagogical Content Knowledge Framework to further develop understandings for affective classroom technology integration.

Citation

Chase Martin, A. & Sadera, W. (2011). Using Technological Pedagogical Content Knowledge as a Framework for Video Case Analysis and Teacher Technology Preparation. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4300-4303). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2024 from .

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