The Development of Technological Pedagogical Content Knowledge (TPACK): Part 1

  1. Mamta Shah, Drexel University, United States
  2. Michael Philips, Monash University, Australia
  3. Aaron Kessler, Concordia University Chicago, United States
  4. Joshua Rosenberg, Michigan State University, United States
  5. Eric Poitras, University of Utah, United States
  6. Negar Fazeli, University of Utah, United States
  7. Amanda Barany, Drexel University, United States
  8. Aroutis Foster, Drexel University, United States

Tuesday, March 7 3:00 PM-4:00 PM

Presider: {% thumbnail paper.presentation.session.presider.user.profile.photo "micro" crop="center" as photo % Mamta Shah, Drexel University, United States

This session includes five empirical presentations that feature investigations undertaken to argue for and demonstrate practical applications of enhancing pre-service and in-service teachers’ knowledge of technology integration. The development of teachers’ Technological Pedagogical Content Knowledge (TPACK) framework is demonstrated through a variety of methodological approaches (e.g. ethnography), in varied contexts (e.g. online learning), and applied in varied applications of teaching and learning with technology (e.g. game-based learning). This spectrum of TPACK applications showcase what teachers’ knowledge of technology looks like in action, how it can be nurtured for novice and veteran teachers, and the impact context can have on their knowledge and skills as teachers who facilitate learning with technology.

ID
50485
Type
Symposium
Topics
Games & Simulations Technology Leadership Technological, Pedagogical Content Knowledge (TPACK)
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