GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge
Save to My Collections
Contemporary Issues in Technology and Teacher Education
Volume 9, Issue 3, September 2009
Association for the Advancement of Computing in Education (AACE)
More Information on CITE Journal
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of GeoThentic is grounded on the technology, pedagogy, and content knowledge (TPACK) framework as a metacognitive tool. This paper describes how the TPACK framework has informed the authors’ design endeavors and how a set of assessment models within GeoThentic can be used to assess teachers' TPACK.
Doering, A., Scharber, C., Miller, C. & Veletsianos, G. (2009). GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge. Contemporary Issues in Technology and Teacher Education, 9(3), 316-336. AACE. Retrieved December 8, 2013 from http://www.editlib.org/p/29379.
- Audet, R. H., & Paris, J. (1997). GIS implementation model for schools: Assessing the critical concerns. Journal of Geography, 96, 293-300.
- Bednarz, S. W., & Van der Schee, J. (2006). Europe and the United States: The implementation of geographic information systems in secondary education in two contexts. Technology, Pedagogy, and Education, 15(2), 191-205.
- Bennett, L., & Berson, M. J. (Eds.) (2007). Digital age: Technology-based K-12 lesson plans for social studies. Silver Spring, MD: National Council for the Social Studies.
- Berson, M. J., & Balyta, P. (2004). Technological thinking and practice in the social studies: Transcending the tumultuous adolescence of reform. Journal of Computing in Teacher Education 20(4), 141-150.
- Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
- Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10.
- Collins, A., Brown, J., & Newman, S. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Lawrence Erlbaum Associates.
- Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Unpublished doctoral dissertation. Brigham Young University.
- Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
- Cuban, L. (2008). Hugging the middle: How teachers teach in an era of testing and accountability. New York: Teachers College Press.
- Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
- Doering, A. (2004). GIS in education: An examination of pedagogy. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
- Doering, A., & Veletsianos, G. (2007a). An investigation of the use of real-time, authentic geospatial data in the K-12 classroom. Journal of Geography, 106(6), 217-225.
- Doering, A., & Veletsianos, G. (2007b). Multi-scaffolding learning environment: An analysis of scaffolding and its impact on cognitive load and problem-solving ability. Journal of Educational Computing Research, 37(2), 107-129.
- Doering, A., Veletsianos, G., & Scharber, C. (2007). Coming of age: Research and pedagogy on geospatial technologies within K-12 social studies education. In A. J. Milson & Alibrandi, M. (Eds.), Digital geography: Geo-spatial technologies in the social studies classroom (pp. 213-226). Charlotte, NC: Information Age Publishing.
- Enkenberg, J. (2001). Instructional design and emerging models in higher education. Computers in Human Behavior, 17, 495–506.
- Eisner, E.W. (1994). The educational imagination: On the design and evaluation of school programs. New York: Macmillan.
- Friedman, A. M., & Hicks, D. (2006). The state of the field: Technology, social studies, and teacher education. Contemporary Issues in Technology and Teacher Education,
- Hughes, J. E. (2000). Teaching English with technology: Exploring teacher learning and practice. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI.
- Hughes, J. E. (2004). Technology learning principles for preservice and in-service teacher education. Contemporary Issues in Technology and Teacher Education [Online serial], 4(3). Retrieved from http://www.citejournal.org/vol4/iss3/general/article2.cfm
- Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education [Online serial], 4(1). Retrieved from http://www.citejournal.org/vol4/iss1/socialstudies/article1.cfm
- Hughes, J. E., & Scharber, C. (2008). Leveraging the development of English-technology pedagogical content knowledge within the deictic nature of literacy. In AACTE's Committee on Innovation and Technology(Eds.), Handbook of technological pedagogical content knowledge for educators (pp. 87-106). Mahwah, NJ: Routledge.
- Keiper, T. A. (1999). GIS for elementary students: An inquiry into a new approach to learning geography. Journal of Geography, 98, 47-59.
- Koehler, M.J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, and technology. Computers and Education, 49(3), 740-762.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
- Lavie, T., & Tractinsky, N. (2004). Assessing dimensions of perceived visual aesthetics of Web sites. International Journal of Human-Computer Studies, 60, 269-298.
- Lee, J. K. (2008). Toward democracy: Social studies and TPCK. In AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 129-143). New York: Routledge.
- Martorella, P. (1997). Technology and the social studies: Which way to the sleeping giant? Theory and Research in Social Education, 25(4), 511-514.
- Mehlinger, H. D., & Powers, S. M. (2002). Technology and teacher education: A guide for educators and policy makers. Boston: Houghton Mifflin Company.
- Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Mishra, P., & Koehler, M. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 2214-2226). Chesapeake, VA: Association for the Advancement of Computers in Education.
- National Council for the Social Studies. (2006). Technology position statement and guidelines. Retrieved from http://www.socialstudies.org/positions/technology
- Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
- Reeves, T., Herrington, J., & Oliver, R. (2004). A development research agenda for online collaborative learning. Educational Technology Research and Development, 52(4), 5365.
- Ross, E. (2000). The promise and perils of e-learning. Theory and Research in Social Education, 28(4), 482-492.
- Sanders, R., Kajs, L., & Crawford, C. (2001). Electronic mapping in education: The use of Geographic Information Systems. Journal of Research on Technology in Education, 34(2), 121-129.
- Sandoval, W. (2004). Developing learning theory by refining conjectures embodied in educational designs. Educational Psychologist, 39(4), 213-223.
- Schön, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
- Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
- Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
- Swan, K. O., & Hofer, M. (2008). Technology and social studies. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 307-326). New York: Routledge.
- Tally, B. (2007). Digital technology and the end of social studies education. Theory and Research in Social Education, 35(2), 305-321.
- Thompson, A. D., Boyd, K., Clark, K., Colbert, J. A., Guan, S., Harris, J. B., & Kelly, M. A. (2008). TPCK action for teacher education: It’s about time! In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators. (pp. 289-300). New York: Routledge.
- Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Whitworth, S. A., & Berson, M. J. (2003). Computer technology in the social studies: An examination of the effectiveness literature (1996-2001). Contemporary Issues in Technology and Teacher Education [Online serial], 2(4). Retrieved from http://www.citejournal.org/vol2/iss4/socialstudies/article1.cfm
- Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic
- Using e-Learning Technologies in Developing Remeditainment Products for the Treatment of Children with Central Auditory Processing Disorder (CAPD)
- Post degree online course in Haematopathology and e-Learning: description of an innovative curriculum in e-Learning
- Podcasts in Higher Education: What Students Want, What They Really Need, and How This Might be Supported
- Using RSS in Collaborative Course Development
- Teaching for Success: Technology and Learning Styles in Preservice Teacher Education
- Reducing E-Learning Development Costs Using a Streamlined XML-based Approach
- Using Authentic Situations and Avatars to Build Knowledge in an E-Learning Environment
- Inspiring Learning and Teaching: Using e-tools to Facilitate Change
- Scenario making support in PBL
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.