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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 ...
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3 Erwähnungen
- Teacher Technology Change - How Knowledge, Confidence, Beliefs, and Culture Intersect (Peggy A. Ertmer, Anne T. Ottenbreit-Leftwich) (2010)
- 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)
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