New Directions in Technological Pedagogical Content Knowledge Research

Anglický jazyk

New Directions in Technological Pedagogical Content Knowledge Research

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O knihe

In the past decades wide-ranging research on effective integration of technology in instruction have been
conducted by various educators and researchers with the hope that the affordances of technology might be
leveraged to improve the teaching and learning process. However, in order to put the technology in optimum
use, knowledge about how and in what way technology can enhance the instruction is also essential. A
number of theories and models have been proposed in harnessing the technology in everyday lessons. Among
these attempts Technological Pedagogical Content Knowledge (TPACK) framework introduced by Mishra
and Koehler has emerged as a representation of the complex relationships between technology, pedagogy and
content knowledge. The TPACK framework extends the concept of Shulman's pedagogical content
knowledge (PCK) which defines the need for knowledge about the content and pedagogical skills in teaching
activities. Since then the framework has been embraced by the educational technology practitioners,
instructional designers, and educators. TPACK research received increasing attention from education and
training community covering diverse range of subjects and academic disciplines and significant progress has been made in recent years. This book
attempts to bring the practitioners and researchers to present current directions, trends and approaches, convey experience and findings, and share
reflection and vision to improve science teaching and learning with the use of TPACK framework.
A wide array of topics are covered in this book including applications in teacher training, designing courses, professional development and impact on
learning, intervention strategies and other complex educational issues. Information contained in this book provides knowledge growth and insights into
effective educational strategies in integration of technology with the use of TPACK as a theoretical and developmental tool. The book will be of special
interest to international readers including educators, teacher trainers, school administrators, curriculum designers, policy makers, and researchers and
complement the existing literature and published works.