Examining the validity of the TPACK framework from the ground up: Viewing technology integration through teachers’ eyes.
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Robertshaw, M.B. & Gillam, R.B. (2010). Examining the validity of the TPACK framework from the ground up: Viewing technology integration through teachers’ eyes. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3926-3931). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33992.
Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
David Gibson & Bernie Dodge
More Information on SITE
Table of Contents
One of continuing challenges of the PCK, and now TPACK, framework lies in how to measure teachers’ knowledge as characterized by these frameworks. In order to begin to overcome these challenges,one voice that is needed is that of the teachers. How do they describe what they need to know to integrate technology effectively into the classroom and does that description align with how researchers are describing knowledge within the TPACK framework? Using a grounded theory lens, a study was undertaken to examine how teachers’ reported beliefs fit within the TPACK framework.
- Testing a TPACK-Based Technology Integration Assessment Rubric
- Technological Pedagogical Content Knowledge (TPACK): A Content Analysis of 2006-2009 Print Journal Articles
- The Validation of an Instrument Measuring TPACK
- Auditing the TPACK Confidence of Australian Pre-Service Teachers: The TPACK Confidence Survey (TCS)
- The decision-making processes of preservice teachers as they integrate technology
- Unpacking TPACK: TPK Characteristics Supporting Successful Implementation
- Strategies for teacher professional development on TPACK, Part 2
- Differentiating TPACK Development: Using Learning Activity Types with Inservice and Preservice Teachers
- Coding Pre-Service Teacher Lesson Plans for TPACK
- Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course
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