Incorporating Context Into TPCK-Based Instructional Design

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Kelly, M. (2008). Incorporating Context Into TPCK-Based Instructional Design. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5257-5262). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28114.

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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

Mario Kelly, Hunter College, City University of New York, USA

Abstract

One of the most important aspects of the TPACK framework is the emphasis it places on the teacher as instructional designer. In addition to content, pedagogy and technology, a fourth element of the framework is important in the design of technology mediated instruction—the teaching-learning context. Teaching with technology, like all other teaching, occurs in a context that is rich in characteristics, including the demographic characteristics of students and teachers. These characteristics can interact with content, pedagogy and technology to affect learning outcomes and therefore must be part of the design. This article describes two major context elements and provides examples of how they can be incorporated into instructional design.

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