Search results for: Koehler Matthew J.

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.

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.