An Alternative Framework for Course Evaluation & Redesign: Technological Pedagogical Content Knowledge of Teachers

ID: 31883 Type: Roundtable
  1. Matthew Kruger-Ross, Lori Holcomb, and Terrance Wolfe, North Carolina State University, United States

Thursday, March 10 4:00 PM-5:00 PM

No presider for this session.

The pace of technological innovation and the ever-evolving effects of technology on teaching and learning demand that schools and colleges of teacher education continually evaluate and redesign coursework. This study seeks to explore an alternative framework for graduate course evaluations using the Technological Pedagogical Content Knowledge (TPCK) as a lens. With a new framework, comes a transformation in the way the research team continues to build university courses that further the growth, development and empowerment of 21st century teachers.

Topic

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