Zusammenfassungen
In this paper, several issues regarding the epistemology of technological pedagogical content knowledge
(TPCK) are first raised for the purpose of clarifying the construct. Specifically, the transformative and integrative
views are juxtaposed for exploring the epistemology of TPCK, and, at the end, the transformative
view is adopted concluding that TPCK is a unique body of knowledge that is constructed from the interaction
of its individual contributing knowledge bases. Then, ICT–TPCK is introduced as a strand of TPCK,
and is described as the ways knowledge about tools and their affordances, pedagogy, content, learners,
and context are synthesized into an understanding of how particular topics that are difficult to be understood
by learners or difficult to be represented by teachers can be transformed and taught more effectively
with technology in ways that signify its added value. One model for the development and
another for the assessment of ICT–TPCK are then discussed. Technology Mapping is proposed as a situative
methodology for the development of ICT–TPCK, and three forms of assessment, namely, expert
assessment, peer assessment, and self-assessment are proposed for assessing teachers’ competencies
to teach with technology. The paper also reports on the empirical findings of a study that was undertaken
to investigate the impact of the proposed models on student learning within the context of two design
tasks in a pre-service primary teacher education course. Repeated measures within-subject effects were
tested and the results indicated that ICT–TPCK competency significantly improved over the course of a
semester. The results of this study clearly show that the theoretical models proposed herein can positively
impact the development of ICT–TPCK. Lastly, these results can be used as baseline data in future
studies that may be conducted to further validate or improve the proposed models in different contexts.
Von Charoula Angeli, Nicos Valanides im Text Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK (2009) Dieser Text erwähnt ...
Tagcloud
Zitationsgraph
Zitationsgraph (Beta-Test mit vis.js)
Zeitleiste
10 Erwähnungen
- Teacher Technology Change - How Knowledge, Confidence, Beliefs, and Culture Intersect (Peggy A. Ertmer, Anne T. Ottenbreit-Leftwich) (2010)
- Technological Pedagogical Content Knowledge - Exploring, Developing, and Assessing TPCK (Charoula Angeli, Nicos Valanides) (2015)
- Cognitive Processes Underlying TPCK: Mental Models, Cognitive Transformation, and Meta-conceptual Awareness (Karsten Krauskopf, Carmen Zahn, Friedrich W. Hesse)
- TPACKtivity: An Activity-Theory Lens for Examining TPACK Development (Marjorie Terpstra)
- Effect of a TPCK-SRL Model on Teachers’ Pedagogical Beliefs, Self-Efficacy, and Technology-Based Lesson Design (Bracha Kramarski, Tova Michalsky) (2014)
- The Framework of TPACK-in-Practice - Designing Content-Centric Technology Professional Learning Contexts to Develop Teacher Knowledge of Technology-enhanced Teaching (TPACK) (Kamini Jaipal-Jamani, Candace Figg)
- Between the Notion and the Act: Veteran Teachers’ TPACK and Practice in 1:1 Settings (Lisa G. Hervey)
- Theorizing Technological Pedagogical Content Knowledge to Support Networked Inquiry Learning in Science: Looking Back and Moving Forward (Kathrin Otrel-Cass)
- Pre-service Teachers’ Developing Technological Pedagogical Content Knowledge (TPACK) and Beliefs on the Use of Technology in the K-12 Mathematics Classroom: A Review of the Literature (Helen Crompton)
- Digitalisierung und Bildung (Silke Ladel, Julia Knopf, Armin Weinberger) (2018)
- 6. Lehrerbildung in der digitalen Welt (Bardo Herzig, Alexander Martin)
- Second Handbook of Information Technology in Primary and Secondary Education (Joke Voogt, Gerald Knezek, Rhonda Christensen, Kwok-Wing Lai) (2018)
- 26. Knowledge Base for Information and Communication Technology in Education (Charoula Angeli, Nicos Valanides)
Anderswo finden
Volltext dieses Dokuments
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Artikel als Volltext (: , 440 kByte; : Link unterbrochen? Letzte Überprüfung: 2021-03-21 Letzte erfolgreiche Überprüfung: 2014-04-29) |
Anderswo suchen
Beat und dieser Text
Beat hat Dieser Text während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt kein physisches, aber ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.).