Technological Pedagogical Content Knowledge in the Elementary Classroom: A Case Study of One Teacher’s Decision Making Process

ID: 32020 Type: Full Paper
  1. Melissa Beeson, University of North Carolina at Greensboro, United States

Thursday, March 10 4:00-4:30 PM Location: Two Rivers

No presider for this session.

Abstract: With more digital technologies entering classrooms every year, there is a need to observe how teachers plan for thoughtful integration. The purpose of this study is to understand the thought processes and decisions a fifth grade teacher makes to integrate technology into her lessons using the TPCK framework (Mishra & Koehler 2006) and how her pedagogical beliefs affect those processes. Based on qualitative data analysis, this paper shares a fifth grade teacher’s experience planning for the integration of technology in a technology-rich, low SES, Title I classroom.


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