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The CrazySquare Project: A Technological Pedagogical Content Knowledge Solution
Proceedings of the 12th International Conference on Computer Supported Education, 2020The aim of this paper is to present the current status of the CrazySquare project, a research and development project aiming at realizing an ICT support system for playing guitar within Italian middle schools. The CrazySquare project follows an iterative process based on the TEL-oriented UCD approach.
Caruso, Federica +4 more
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Technological Pedagogical Content Knowledge
2016The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council
Rachel A. Harrington +4 more
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Technological Pedagogical Content Knowledge in Action
Journal of Research on Technology in Education, 2008AbstractIn recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K–12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively ...
Mark Hofer, Kathleen Owings Swan
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Journal of Psycholinguistic Research, 2023
This study examined the correlations between three vital areas of teaching pronunciation in English as a Foreign Language (EFL) classes (i.e., content, pedagogical, and technological knowledge). This study also explored the relationships between teachers' majors, experience, and technology competence with using technology in teaching English ...
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This study examined the correlations between three vital areas of teaching pronunciation in English as a Foreign Language (EFL) classes (i.e., content, pedagogical, and technological knowledge). This study also explored the relationships between teachers' majors, experience, and technology competence with using technology in teaching English ...
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Technological Pedagogical Content Knowledge
2014TPACK is expanded from Shulman’s (1986) work in defined types of teacher knowledge and was first introduced by Mishra and Kohler in 2006. TPACK is the space formed where two of Shulman’s “teacher knowledge” circles overlap.
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An investigation of the technological pedagogical content knowledge of pre-service teachers
Technology, Pedagogy and Education, 2013 This study investigates whether pre-service teachers' learning approach and gender are related to their technological knowledge, their technological content knowledge, their technological pedagogical knowledge and their technological pedagogical content ...
Horzum, Mehmet Barış
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Introduction to Special Issue: Technological Pedagogical Content Knowledge
Journal of Educational Computing Research, 2013126
Angeli, Charoula +3 more
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The Technological Pedagogical Content Knowledge Framework
2013In this chapter, we introduce a framework, called technological pedagogical content knowledge (or TPACK for short), that describes the kinds of knowledge needed by a teacher for effective technology integration. The TPACK framework emphasizes how the connections among teachers’ understanding of content, pedagogy, and technology interact with one ...
Matthew J. Koehler +4 more
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Technological Pedagogical Content Knowledge (TPACK)
2018This chapter addresses the theories underlying the construct TPACK. The chapter begins with reviewing the history and then the rationale of teacher knowledge base in the form of a multi-dimensional model taken from published literature. It also discusses how TPACK framework has developed and evolved in the last decade.
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Preventing Plagiarism with Integrated Technology, Pedagogy, and Content Knowledge
Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning, 2020This study investigates the claim that the over-emphasis on avoiding plagiarism during the writing process is detrimental to learning, and potentially exacerbates the concealment of copying third-party content. This article discusses the role third-party content plays in learning genre-specific writing styles and controversies behind adopting this view,
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