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TPACK-in-Practice: Developing 21st Century Teacher Knowledge PROCEEDINGS

, , Brock University, Canada

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper introduces the Framework of TPACK-in-Practice, derived from PCK Model (Shulman, 1986) and the TPACK model (Mishra & Koehler, 2006), as concrete teacher actions, or practice-derived teacher knowledge about teaching with technology, and illustrates its usefulness in framing technology professional learning or technology workshops for teachers. The framework of TPACK-in-Practice provides foundational knowledge to design workshops for technology professional learning opportunities. Four design elements were identified as useful for developing learning opportunities for teacher development of TPACK-in-Practice. These include: (a) modeling a technology-enhanced activity type (learning with the tool) to set the context and purpose for tool use, (b) integrating ‘pedagogical dialog’ in a modeled lesson, (c) developing activity-specific technical skills (TK in context) through short tool demonstrations, and (d) applying TPACK-in-Practice to design their own task.

Citation

Figg, C. & Jaipal, K. (2012). TPACK-in-Practice: Developing 21st Century Teacher Knowledge. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 4683-4689). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

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