Search results for: Tomayko Ming C.

This article proposes a visual and quantitative representation of TPACK that will help teachers better understand the TPACK framework and track their growth in the knowledge domains over time. The authors found that many students used “TPACK” to refer to both the knowledge domain and the overall model in their reflections. While this improper use of terminology could be construed as a lack of understanding of TPACK, they believe this is another consequence of the video script, and not of the model. A common theme from the reflections gathered from treatment group A was that the TPACK radar diagram model was about growth and improvement.