The TPACK of Dynamic Representations

Effective teachers across K-12 content areas often use visual representations to promote conceptual understanding, but these static representations remain insufficient for conveying adequate information to novice learners about motion and dynamic processes. The advent of dynamic representations has created new possibilities for more fully supporting visualization. This chapter discusses the findings from a broad range of studies over the past decade examining the use of dynamic representations in the classroom, focusing especially on the content areas of science, mathematics, and social studies, with the purpose of facilitating the development of teacher technological pedagogical content knowledge. The chapter describes the research regarding the affordances for learning with dynamic representations, as well as the constraints—characteristics of both the technology and learners that can become barriers to learning—followed by a summary of literature-based recommendations for effective teaching with dynamic representations and implications for teaching and teacher education across subject areas.

Download Full-text

When STEM leads to the Rest: A Reflection on STEM as the HUB for Curriculum Integration

Journal of Interdisciplinary Teacher Leadership ◽

10.46767/kfp.2016-0011 ◽

2017 ◽

Vol 1 (2) ◽

pp. 35-38

Author(s):

Douglas Price

Keyword(s):

Social Studies ◽

Language Arts ◽

Curriculum Integration ◽

Journal Article ◽

Content Delivery ◽

Focal Points ◽

Content Areas ◽

The Arts ◽

Subject Areas ◽

K 12

Within this journal article, I seek to promote K-12 educators to think consciously and cognitively of their subject areas on how STEM can be initiator of content-delivery. STEM is still fresh within the confines of the traditional K-12 education field, and many are seeking to understand its relation to the real world as well as other subject areas. Within this article, I seek to prove how STEM steeps itself throughout three other content areas often separated: Language Arts, Social Studies, and the Arts. If we as educators as to enhance and entice our students to think intrinsically and deeply about their learning, it is important that we search to understand how STEM can derive to and from these inherent content focal points.

Download Full-text

Teaching and Learning in the Digital Age

Blended Online Learning and Instructional Design for TPACK - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8879-5.ch001 ◽

2019 ◽

pp. 1-23

Keyword(s):

Preservice Teachers ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teaching And Learning ◽

Teacher Educators ◽

Technological Pedagogical Content Knowledge ◽

Theoretical Description ◽

Pedagogical Content ◽

Knowledge For Teaching ◽

K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

Download Full-text

Online Instructional Strategies for Enhancing Teachers' TPACK

Handbook of Research on TPACK in the Digital Age - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-7001-1.ch012 ◽

2019 ◽

pp. 257-278 ◽

Cited By ~ 1

Author(s):

Margaret L. Niess ◽

Henry Gillow-Wiles

Keyword(s):

Instructional Strategies ◽

Critical Reflection ◽

Learning Experiences ◽

Technological Pedagogical Content Knowledge ◽

Shared Knowledge ◽

Major Theme ◽

Pedagogical Content ◽

Rich Description ◽

Individual Knowledge ◽

K 12

This chapter provides a rich description of how scaffolding discourse and critical reflection with K-12 in-service teachers' online learning experiences enhanced their technological pedagogical content knowledge (TPACK) for teaching with technologies. The experiences modeled learning through inquiry tasks that merged content, technology, and pedagogy as envisioned in TPACK. The participants connected with the experiences as students learning about and with digital image and video technologies. Reflections on the experiences as teachers combined with the discourse interactions among the communities to influence their resulting individual critical reflections. A major theme was the recognition of the importance of shared knowledge as expanding individual knowledge. Four TPACK components revealed that the collection of the experiences, discourse, and critical reflection enhanced the participants' TPACK leading to recommendations for the design of online in-service teacher learning experiences for enhancing teachers' TPACK.

Download Full-text

Online Instructional Strategies for Enhancing Teachers' TPACK

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch019 ◽

2021 ◽

pp. 326-348

Author(s):

Margaret L. Niess ◽

Henry Gillow-Wiles

Keyword(s):

Instructional Strategies ◽

Critical Reflection ◽

Learning Experiences ◽

Technological Pedagogical Content Knowledge ◽

Shared Knowledge ◽

Major Theme ◽

Pedagogical Content ◽

Rich Description ◽

Individual Knowledge ◽

K 12

This chapter provides a rich description of how scaffolding discourse and critical reflection with K-12 in-service teachers' online learning experiences enhanced their technological pedagogical content knowledge (TPACK) for teaching with technologies. The experiences modeled learning through inquiry tasks that merged content, technology, and pedagogy as envisioned in TPACK. The participants connected with the experiences as students learning about and with digital image and video technologies. Reflections on the experiences as teachers combined with the discourse interactions among the communities to influence their resulting individual critical reflections. A major theme was the recognition of the importance of shared knowledge as expanding individual knowledge. Four TPACK components revealed that the collection of the experiences, discourse, and critical reflection enhanced the participants' TPACK leading to recommendations for the design of online in-service teacher learning experiences for enhancing teachers' TPACK.

Download Full-text

Technological Pedagogical Content Knowledge (TPACK) Framework for K-12 Teacher Preparation

10.4018/978-1-5225-1621-7 ◽

2017 ◽

Cited By ~ 1

Author(s):

Margaret L. Niess

Keyword(s):

Teacher Preparation ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

K 12

Download Full-text

The Trend of Commitment

Adaptation, Resistance and Access to Instructional Technologies ◽

10.4018/978-1-61692-854-4.ch017 ◽

2011 ◽

pp. 273-315 ◽

Cited By ~ 1

Author(s):

Patricia Baia

Keyword(s):

Higher Education ◽

Instructional Technology ◽

Technology Adoption ◽

Literature Review ◽

Teaching And Learning ◽

Technological Pedagogical Content Knowledge ◽

Full Time ◽

Pedagogical Content ◽

K 12 ◽

Time Faculty

Through the lens of Technological Pedagogical Content Knowledge (TPCK), this chapter’s goal is to understand how commitments affect readiness to innovate and how readiness to innovate affects commitments. Even further, it initiates the conversation on what engages faculty to change and improve their own teaching. Can faculty’s commitment to pedagogical quality (CPQ) predict instructional technology adoption? Current Instructional Technology Adoption Models (ITAMs) ignore issues of pedagogy and are mostly developed for an alternative audience and environment, outside the realities and characteristics of higher education. A literature review explores exiting models for factors motivating full-time faculty to incorporate technology. Three audience categories naturally emerge (non-educational, K-12, and higher education), which highlight how each community treats teaching and learning differently. In addition, a study was conducted to analyze relationships between CPQ and adoption. Results indicated CPQ is related to instructional technology adoption through beliefs, academic title, years taught, tenure status, intrinsic and extrinsic motives, and curriculum.

Download Full-text

Technological, Pedagogical, Content Knowledge (TPACK): A Discursions in Learning Innovation on Social Studies

The Innovation of Social Studies Journal ◽

10.20527/iis.v2i2.3073 ◽

2021 ◽

Vol 2 (2) ◽

pp. 135

Author(s):

Mutiani Mutiani ◽

Nana Supriatna ◽

Ersis Warmansyah Abbas ◽

Tika Puspita Widya Rini ◽

Bambang Subiyakto

Keyword(s):

Social Studies ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Role Model ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content

Terobosan berpikir dan kebaruan merupakan satu tantangan yang harus dijawab dalam abad 21. Tantangan tersebut harus direspon oleh pendidikan guna menyiapkan sumber daya manusia yang berkualitas dan melek terhadap perkembangan teknologi. Pengintegrasian informasi, komunikasi, dan technology dalam pembelajaran dikenal dengan Technological Pedagogical Content Knowledge (TPACK). Artikel ini bertujuan mendeskripsikan telaah konseptual TPACK sebagai inovasi dalam pembelajaran IPS. Artikel diuraikan dengan studi literatur yang memanfaatkan mesin pencari dalam mendapatkan ebook dan jurnal. Pembahasan yang diuraikan dalam artikel melingkupi tujuh domain pengetahuan dalam TPACK dan kaitannya dengan pembelajaran IPS. TPACK dalam pembelajaran IPS diyakini sebagai satu role model pembelajaran yang berorientasi pada perubahan dan tuntuntan abad 21 dalam merespon era pengetahuan. Pengorganisasian materi akan bersifat kontekstual. Guru dapat mengembangkan materi yang bersifat aktual.

Download Full-text

Pre-service Teachers’ Developing Technological Pedagogical Content Knowledge (TPACK) and Beliefs on the Use of Technology in the K-12 Mathematics Classroom: A Review of the Literature

Technological Pedagogical Content Knowledge ◽

10.1007/978-1-4899-8080-9_12 ◽

2014 ◽

pp. 239-250 ◽

Cited By ~ 4

Author(s):

Helen Crompton

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Mathematics Classroom ◽

Technological Pedagogical Content Knowledge ◽

Review Of The Literature ◽

Pedagogical Content ◽

Use Of Technology ◽

K 12

Download Full-text

Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

International Journal of Education and Literacy Studies ◽

10.7575/aiac.ijels.v.9n.3p.169 ◽

2021 ◽

Vol 9 (3) ◽

pp. 169

Author(s):

Hayati Adalar

Keyword(s):

Social Studies ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Self Efficacy ◽

Teacher Candidates ◽

Technological Pedagogical Content Knowledge ◽

Efficacy Beliefs ◽

Pedagogical Content ◽

Social Studies Teacher ◽

Multiple Variables

This study aims at examining social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge through multiple variables and presenting new perspectives for researchers and practitioners. A causal-comparative research design was adopted for this study. Among non-random sampling methods, convenience sampling was used to select participants. The sample of the study consists of 349 3rd and 4th year college students (teacher candidates) studying at three state universities in Turkey’s Central Anatolia Region in the 2018–2019 academic year. The Technological Pedagogical Content Knowledge (TPACK) scale was used for collecting data in this study. T-test and one-way analysis of variance (ANOVA) was employed to analyze data. According to the obtained results, the social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge can be considered above average. No significant differences were found between participants’ self-efficacy beliefs for TPACK and some independent variables such as gender, year in college, GPA score, personal computer ownership, and Instructional Technology and Material Development course score. On the other hand, it was determined that perceived technology competency and the use of content sharing platforms for professional purposes were important predictors for social studies teacher candidates’ self-efficacy beliefs about TPACK.

Download Full-text