/ en / Traditional / mobile

Beats Biblionetz - Texte

Introducing TPCK

Confronting the Wicked Problems of Teaching with Technology
Erstpublikation in: In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. A. Willis (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference 2007 (pp. 2214-2226). Chesapeake: AACE. (2007)
Publikationsdatum:
Erste Seite des Textes (PDF-Thumbnail)

iconZusammenfassungen

Matthew J. KoehlerPunya MishraIn this chapter we describe Technological Pedagogical Content Knowledge (TPCK) as a framework for teacher knowledge for technology integration (Mishra & Koehler, 2006). This framework builds on Shulman’s construct of Pedagogical Content Knowledge (PCK) to include technology knowledge. We argue that the development of TPCK by teachers is critical to effective teaching with technology. We emphasize teacher knowledge because we view the teacher as an autonomous agent with the power to significantly influence the appropriate (or inappropriate) integration of technology in teaching. In keeping with the goal of this volume (that of situating the idea of TPCK in the realm of teacher education and teacher professional development, and investigating how it differs by content areas) we explore the parameters of the TPCK framework within and between multiple curriculum areas, as well as in varying teaching and learning contexts.
We begin with a brief introduction to the complex, ill-structured nature of teaching. We consider the nature of technologies (both analog and digital), and how the inclusion of technology in pedagogy further complicates teaching. We propose to view teaching with technology as a "wicked problem" (Rittel & Webber, 1973), in which teaching is viewed as a highly complicated form of problem-seeking and problem-solving that derives from flexible and integrated bases of knowledge. We offer our TPCK framework for teacher knowledge in detail, as a complex interaction among three bodies of knowledge: Content, Pedagogy, and Technology. We describe how these bodies of knowledge interact, in abstract, and in practice, to produce the type of flexible knowledge needed to successfully integrate technology in the classroom. Finally, we argue that the complexity of developing and applying TPCK suggests that a greater emphasis should be placed on the idea of teachers as "curriculum designers."
Von Matthew J. Koehler, Punya Mishra im Buch Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators im Text Introducing TPCK (2008)

iconDieser Text erwähnt...


Personen
KB IB clear
D. K. Andersen, R. L. Coulson, Peggy A. Ertmer, P. J. Feltovich, M. J. Jacobson, J.-C. Jehng, Matthew J. Koehler, Punya Mishra, Donald A. Norman, Seymour Papert, Marc Prensky, Donald A. Schön, Herbert Simon, R. J. Spiro, Sherry Turkle

Begriffe
KB IB clear
AffordanceAffordance, Content KnowledgeContent Knowledge, Curriculum / Lehrplancurriculum, Kontextcontext, LehrerInteacher, LehrerInnen-Bildungteacher training, Pedagogical Content Knowledge (PCK)Pedagogical Content Knowledge, Pedagogical KnowledgePedagogical Knowledge, Technological Content Knowledge (TCK)Technological Content Knowledge, Technological pedagogical content knowledge (TPCK)Technological pedagogical content knowledge, Technological Pedagogical Knowledge (TPK)Technological Pedagogical Knowledge, Technologietechnology, Technology KnowledgeTechnology Knowledge, TPCK-ModellTPACK framework
icon
Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
  Die Wissenschaften vom Künstlichen (Herbert Simon) 24101
1983The Reflective Practitioner (Donald A. Schön) 5, 2, 5, 3, 4, 4, 1, 3, 1, 1, 1, 1146711485
1986Educating the Reflective Practitioner (Donald A. Schön) 7, 2, 4, 1, 2, 2, 1, 2, 3, 3, 1, 62016257
1988    The Design of Everyday Things (Donald A. Norman) 7, 6, 9, 6, 9, 1, 1, 2, 2, 2, 4, 156520155039
1990Constructionism (Idit Harel, Seymour Papert) 4, 20, 10, 5, 9, 5, 3, 2, 4, 4, 2, 11923811997
1990Cognition, education, and multimedia Personenreihenfolge alphabetisch und evtl. nicht korrekt (D. Nix, R. J. Spiro) 2, 4, 3, 3, 2, 2, 1, 2, 2, 2, 1, 82638774
1992  Constructivism and the technology of instruction (Thomas M. Duffy, David H. Jonassen) 5, 12, 7, 4, 6, 2, 5, 5, 4, 4, 4, 129233122258
1995  Leben im Netz (Sherry Turkle) 11, 24, 14, 28, 20, 18, 17, 19, 12, 12, 7, 13951831315855
2011    The Digital Divide (Mark Bauerlein) 76, 188, 102, 105, 47, 56, 23, 48, 24, 24, 28, 2215034221518
icon
Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
1988Cognitive flexibility theory Personenreihenfolge alphabetisch und evtl. nicht korrekt (D. K. Andersen, P. J. Feltovich, M. J. Jacobson, R. J. Spiro) 1, 6, 3, 2, 4, 2, 2, 3, 4, 4, 1, 314231319
1990Cognitive flexibility and hypertext (R. J. Spiro, J.-C. Jehng) 21200
1990    Epistemological pluralism and the revaluation of the concrete (Sherry Turkle, Seymour Papert) 12, 3, 10, 6, 2, 2, 2, 1, 1, 1, 1, 626226153
1992Cognitive flexibility, constructivism and hypertext (R. J. Spiro, P. J. Feltovich, R. L. Coulson) 4, 6, 4, 4, 5, 2, 4, 3, 4, 4, 2, 10317101250
2001    Digital Natives, Digital Immigrants (Marc Prensky) 11, 38, 10, 22, 18, 12, 14, 17, 14, 14, 10, 131149132193
2005    Teacher pedagogical beliefs (Peggy A. Ertmer) 1, 4, 3, 4, 2, 2, 6, 5, 4, 4, 3, 72067226
2006    Technological Pedagogical Content Knowledge (Punya Mishra, Matthew J. Koehler) 1, 6, 7, 8, 5, 4, 4, 5, 2, 2, 7, 633286490

iconTagcloud

iconZitationsgraph

Diese Grafik fensterfüllend anzeigen als Pixelgrafik (PNG) Vektorgrafik (SVG)

icon10 Erwähnungen Dies ist eine nach Erscheinungsjahr geordnete Liste aller im Biblionetz vorhandenen Werke, die das ausgewählte Thema behandeln.

iconVolltext dieses Dokuments

LokalAuf dem WWW Introducing TPCK: Artikel als Volltext (lokal: PDF, 3529 kByte; WWW: Link OK 2018-07-28)
LokalAuf dem WWW Introducing TPCK: Artikel als Volltext (lokal: PDF, 3529 kByte; WWW: Link OK 2018-07-28)

iconAnderswo suchen Auch im Biblionetz finden Sie nicht alles. Aus diesem Grund bietet das Biblionetz bereits ausgefüllte Suchformulare für verschiedene Suchdienste an. Biblionetztreffer werden dabei ausgeschlossen.

iconBiblionetz-History Dies ist eine graphische Darstellung, wann wie viele Verweise von und zu diesem Objekt ins Biblionetz eingetragen wurden und wie oft die Seite abgerufen wurde.