When Outcomes Attack: Technology Introduction Decisions Focusing on Results Instead of Uses through the TPACK Educator Knowledge Model

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Robertson, T. (2008). When Outcomes Attack: Technology Introduction Decisions Focusing on Results Instead of Uses through the TPACK Educator Knowledge Model. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 2217-2222). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27537.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Tip Robertson, The University of North Texas, USA

Abstract

Instead of just another taxonomy or typology that looks at how technology is being used in Education, this one focuses on the technology's results. Through the TPACK model of educator knowledge, this paper proposes that rating a particular technological system's relevance to the content (its usefulness) and how well acquainted students and the environment are toward the system (its familiarity) will best inform us regarding an appropriate approach to take toward using that technology in Education. These two factors tell us how, when, and even if any particular technology should be introduced into our educational systems.

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• Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology
• An Elaborated Model of the TPACK Framework
• Technological Pedagogical Content Knowledge (TPACK): A Content Analysis of 2006-2009 Print Journal Articles
• Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery
• Examining TPACK Among K-12 Online Distance Educators in the United States

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