New Directions in Technological Pedagogical Content Knowledge Research
In the past decades wide-ranging research on effective integration of technology in instruction have been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and learning process. However, in order to put the technology in optimum use, knowledge about how and in what way technology can enhance the instruction is also essential. A number of theories and models have been proposed in harnessing the technology in everyday lessons. Among these attempts Technological and Pedagogical Content Knowledge (TPACK) framework introduced by Mishra and Koehler has emerged as a representation of the complex relationships between technology, pedagogy and content knowledge. The TPACK framework extends the concept of Shulman's pedagogical content knowledge (PCK) which defines the need for knowledge about the content and pedagogical skills in teaching activities. Since then the framework has been embraced by the educational technology practitioners, instructional designers, and educators. TPACK research received increasing attention from education and training community covering diverse range of subjects and academic disciplines and significant progress has been made in recent years. This book attempts to bring the practitioners and researchers to present current directions, trends and approaches, convey experience and findings, and share reflection and vision to improve science teaching and learning with the use of TPACK framework.
A wide array of topics will be covered in this book including applications in teacher training, designing courses, professional development and impact on learning, intervention strategies and other complex educational issues. Information contained in this book will provide knowledge growth and insights into effective educational strategies in integration of technology with the use of TPACK as a theoretical and developmental tool. The book will be of special interest to international readers including educators, teacher trainers, school administrators, curriculum designers, policy makers, and researchers and complement the existing literature and published works.
PART I: DISCOVERING THE ROLE OF TPACK. Technology-Enhanced Learning and TPACK, Myint Swe Khine. PART II: EXPLORING THEORETICAL FRAMEWORKS AND PERSPECTIVES OF TPACK. TPACK Knowledge Supporting Design of Effective Technology-enhanced Science Instruction for Digital Learners, Kamini Jaipal-Jamani and Candace Figg. A Graphic Model for Designing Effective Lesson Plans Incorporating Technology, Susan A. Everett and Charlotte A. Otto. Missing in Action: Looking at the Humanisation of Online Higher Education through a TPACK Lens, Maria Northcote. TPACK 2.0: Towards a Framework Guiding Web 2.0 Integration in Educational Practice, Athanassios Jimoyiannis. TPACK as a Technology Integration Framework: Understanding and Measurement of the TPACK Development Process, Sonmez Pamuk. Comparing Approaches for Developing TPCK, Djordje M. Kadijevich and Sandra R. Madden. How Teachers Develop Technological Pedagogical Content Knowledge (TPACK) for contemporary learning environments: Exemplars of Effective Practice, Catherine McLoughlin. PART III: EXAMINING SCIENCE AND MATHEMATICS TEACHERS’ TPACK. Developing Science Teachers’ TPCK: Technology Integration is Only the Tip of the Iceberg, Jennifer L. Maeng. Using TPACK with Pre-service Teachers of Science, Ruth Geer and Bruce White. “I learned that online”: A Study of Science Teachers and New Forms of Professional Development, Samia Khan, Eric Meyers, Elise Gowan, and Kendall Bergman. Rubrics for Science Teachers’ TPACK: Evaluating Teachers’ Analytical Comments to Video-based Questionnaire, Yi-Fen Yeh, Ying Shao Hsu, Hsin-Kai Wu, and Sung-Pei Chien. Exploring Undergraduate Student-Teachers’ Transformation of Technological Pedagogical Content Knowledge in Mathematics Regarding Pupils’ Assessment, Doukakis Spyros. PART IV: INVESTIGATING PRE-SERVICE TEACHERS’ TPACK. Enhancing a Teaching Methods Course with a TPACK-based Integrated Triadic Model, Geoffrey P. Price and Janie D. Hubbard. A Survey Study Characterizing Turkish Prospective Primary School Teachers’ TPACK Competencies, Tuğba Yanpar Yelken, Hatice Sancar Tokmak, and Gamze Yavuz Konokman. Case Studies for Educators Based on TPACK Framework, Ismail Celik, Ismail Sahin, S. Ahmet Kiray, and Harun Simsek.
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