Results 161 to 170 of about 15,548 (201)

Technology Mapping: An Approach for Developing Technological Pedagogical Content Knowledge

Journal of Educational Computing Research, 2013
Technology mapping ™ is proposed as an approach for developing technological pedagogical content knowledge (TPCK). The study discusses in detail instructional design guidelines in relation to the enactment of TM, and reports on empirical findings from a study with 72 pre-service primary teachers within the context of teaching them how to teach with ...
Angeli, Charoula, Valanides, Nicos, Angeli, Charoula, Valanides, Nicos   +3 more
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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
exaly   +2 more sources

Introduction to Special Issue: Technological Pedagogical Content Knowledge

Journal of Educational Computing Research, 2013
126
Angeli, Charoula, Valanides, Nicos, Angeli, Charoula, Valanides, Nicos   +3 more
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Technological Pedagogical Content Knowledge

2014
TPACK 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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The Technological Pedagogical Content Knowledge Framework

2013
In 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, Punya Mishra, Kristen Kereluik, Tae Seob Shin, Charles R. Graham   +4 more
openaire   +1 more source

Technological Pedagogical Content Knowledge (TPACK)

2018
This 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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Teachers’ Content, Pedagogical, and Technological Knowledge, and the Use of Technology in Teaching Pronunciation

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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Technological Pedagogical Content Knowledge (TPACK) and Neuroscience for Pedagogical Content Knowledge (PCK)

Teaching is a complicated task that requires an interweaving of many kinds of specialized knowledge. It is ill structured that needs teachers to apply complex knowledge. Effective teaching requires teachers to have integrated knowledge from different domains including technology and the brain.
Lorna Uden, Fauziah Sulaiman
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Visiting Technological Pedagogical and Content Knowledge (TPACK)

2017
The TPACK framework has been widely discussed for effective technology integration, and the literature has also indicated TPACK has significant implications for teacher education and professional development. The purpose of this chapter is to examine interconnectedness of TPACK and teacher professional development.
Chien Yu, Dana Pomykal Franz
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The Acquisition of Musical Technological Pedagogical and Content Knowledge

Journal of Music Teacher Education, 2012
Technological pedagogical and content knowledge (TPACK) is a conceptual framework for the teacher knowledge necessary to effectively integrate technology into teaching and learning. The purposes of this study were to (a) develop and administer an instrument to measure music educators’ TPACK, (b) examine how music teachers acquire their TPACK, and (c ...
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