Using Reflective Action to Achieve Technological Pedogogical Content Knowledge in Teacher Education PROCEEDINGS
Greer Richardson, Education Department LaSalle University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Reflective practice is a common element of teacher education. Its purpose is to support the continuous improvement of practitioners in the field. Endeavoring to improve teacher educator practice should be equally commonplace. The purpose of this research is to reflect on the design and implementation of two simultaneously taught sections of a graduate lifespan human development course, one conducted entirely on-line and the other in a blended format. A working theory of action is devised to inform future teaching practices. Implications for technological pedagogical content knowledge are explored.
Richardson, G. (2011). Using Reflective Action to Achieve Technological Pedogogical Content Knowledge in Teacher Education. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 1946-1951). Chesapeake, VA: AACE.
© 2011 AACE