Wednesday, March 7
12:10-12:30 PM
Capitol B

TPACK-in-Practice: Developing 21st Century Teacher Knowledge

Brief Paper ID: 36427
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    Candace Figg
    Brock University
  2. aaa
    Kamini Jaipal
    Brock University

Abstract: This paper introduces the Framework of TPACK-in-Practice, derived from PCK Model (Shulman, 1986) and the TPACK model (Mishra & Koehler, 2006), as concrete teacher actions, or practice-derived teacher knowledge about teaching with technology, and illustrates its usefulness in framing technology professional learning or technology workshops for teachers. The framework of TPACK-in-Practice provides foundational knowledge to design workshops for technology professional learning opportunities. Four design elements were identified as useful for developing learning opportunities for teacher development of TPACK-in-Practice. These include: (a) modeling a technology-enhanced activity type (learning with the tool) to set the context and purpose for tool use, (b) integrating ‘pedagogical dialog’ in a modeled lesson, (c) developing activity-specific technical skills (TK in context) through short tool demonstrations, and (d) applying TPACK-in-Practice to design their own task.

Presider: Dan Zalles, SRI International


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