Search results for: Koehler Matthew J.
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Understanding Affordances and Challenges of Three Types of Video for Teacher Professional Development
In this article, the authors examined the affordances and challenges of three types of video - published video, teacher's own video, and peers’ video- when they were used in a Problem-Based Learning professional development program. It was found that teachers learned from watching video multiple times and discussing video with peers. The authors conclude that PBL can be a promising discourse structure for guiding video-based discussion.
Updated: Dec. 06, 2011
Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research
In this study, the authors described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. Based on a rich set of data sources, the authors concluded that Sarah’s action research improved student learning and led to her own professional growth.
Updated: Sep. 05, 2010
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This article addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The article describes survey development process and results from a pilot study on 124 preservice teachers.
Updated: Mar. 02, 2010
This article describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (TPACK). The development of TPACK by teachers is critical to effective teaching with technology. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.
Updated: Feb. 21, 2010
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed
In this article, the authors critically analyze extant approaches to technology integration in teaching. The authors argue that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. They recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration.
Updated: Jul. 06, 2009