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Three Perspectives on Technological Pedagogical and Content Knowledge: Framing Technology Education using TPACK
PROCEEDINGS

, , Brock University, Canada ; , Wilfred Laurier University, Canada

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), Chesapeake, VA

Abstract

There is a need to explore teacher knowledge related to teaching with technology to better prepare teachers for successfully integrating technology into their daily instructional practices. Technology teacher educators have been using a variety of strategies and formats to investigate how Technological Pedagogical and Content Knowledge (TPACK) impacts teacher education. This symposium presents three papers with different perspectives on the use of the TPACK framework (Mishra & Koehler, 2008) to support the development of technologically-competent teacher candidates in teacher education university programs and their supervising teachers, then invites discussion regarding other applications of the TPACK model to develop courses, programs, and in-service workshops for teacher technology education.

Citation

Figg, C., Kamini, J. & Julie, M. (2011). Three Perspectives on Technological Pedagogical and Content Knowledge: Framing Technology Education using TPACK. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 926-928). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 29, 2020 from .

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