The Relationship Between Secondary Teachers Technological Pedagogical Content Knowledge And Technology Integration Factors

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The Relationship Between Secondary Teachers' Technological Pedagogical Content Knowledge and Technology Integration Factors

Author : Randal Cody Raper
Publisher :
ISBN 13 :
Total Pages : 102 pages
Book Rating : 4.:/5 (18 download)

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Book Synopsis The Relationship Between Secondary Teachers' Technological Pedagogical Content Knowledge and Technology Integration Factors by : Randal Cody Raper

Download or read book The Relationship Between Secondary Teachers' Technological Pedagogical Content Knowledge and Technology Integration Factors written by Randal Cody Raper and published by . This book was released on 2018 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research in educational technology has led to the discovery of factors for successful technology integration into the classroom—technology access and support, professional development, attitudes toward technology, technology use by students, and technology use by teachers. Additionally, using the Technological Pedagogical Content Knowledge (TPACK) theoretical framework, a teacher’s understanding of the knowledge required to effectively implement technology can be measured. This study attempted to examine the relationship between teachers’ TPACK score and the key indicators of technology integration using the TPACK survey and the Survey of Technology Integration and Related Factors (STIR). Using a nonexperimental, correlational design, participants were selected from a population of secondary teachers at two school systems in East Tennessee who use the learning management system (LMS) Blackboard. The total sample size was 129 participants. Data were analyzed using a canonical correlation to examine relationships. Results of the survey indicated that a statistically significant relationship exists between a teacher’s TPACK score and the five factors of technology integration, with general technology usage by the teacher, teacher attitudes toward technology, and professional development having the largest effects. Further research should be conducted on differing populations, populations that do not use Blackboard LMS, and other integration variables. Furthermore, studies that include teaching experience as a covariate or longitudinal studies regarding TPACK and technology integration factors should be researched.

Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators

Author : Mary C. Herring
Publisher : Routledge
ISBN 13 : 1317675053
Total Pages : 339 pages
Book Rating : 4.3/5 (176 download)

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Book Synopsis Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators by : Mary C. Herring

Download or read book Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators written by Mary C. Herring and published by Routledge. This book was released on 2016-01-29 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge—the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: Current thoughts on TPACK Theory Research on Technological Pedagogical Content Knowledge in Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms.

Teaching Science in the 21st Century

Author : Jack Rhoton
Publisher : NSTA Press
ISBN 13 : 0873552695
Total Pages : 370 pages
Book Rating : 4.8/5 (735 download)

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Book Synopsis Teaching Science in the 21st Century by : Jack Rhoton

Download or read book Teaching Science in the 21st Century written by Jack Rhoton and published by NSTA Press. This book was released on 2006 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This powerful new book is brain food for all those who care deeply about science and students, including teachers, science educators, curriculum specialists, and policy makers. The collection of 21 provocative essays gives you a fresh look at today's most pressing public policy concerns in science education, from how students learn science to building science partnerships to the ramifications of the No Child Left Behind legislation.

Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators

Author : Mary C. Herring
Publisher : Routledge
ISBN 13 : 1317639766
Total Pages : 331 pages
Book Rating : 4.3/5 (176 download)

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Book Synopsis Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators by : Mary C. Herring

Download or read book Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators written by Mary C. Herring and published by Routledge. This book was released on 2014-06-11 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: Published by Taylor & Francis Group for the American Association of Colleges for Teacher Education This Handbook addresses the concept and implementation of technological pedagogical content knowledge -- the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: What is Technological Pedagogical Content Knowledge? Integrating Technological Pedagogical Content Knowledge into Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms based on consensus standards and rubrics for effectiveness. As the title of the concluding chapter declares, "It’s about time!" The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org.

Technological Pedagogical Content Knowledge

Author : Karin Sigrid Forssell
Publisher : Stanford University
ISBN 13 :
Total Pages : 218 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Technological Pedagogical Content Knowledge by : Karin Sigrid Forssell

Download or read book Technological Pedagogical Content Knowledge written by Karin Sigrid Forssell and published by Stanford University. This book was released on 2011 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving learning experiences for all students is the ultimate goal of research in technology use in education. With more availability and better usability of technology in schools, the potential for teachers to use digital tools in schools is greater than ever. However a key factor determining whether new technologies are adopted is the extent to which teachers know how to use them to support students' learning. The special knowledge of how technologies can support students' learning of subject area content is known as technological pedagogical content knowledge (TPACK). This study explored the relationship of accomplished teachers' TPACK confidence to their use of technology with students and to their teaching and learning contexts. In an online survey, 307 National Board Certified teachers provided information about the frequency and breadth of their computer use with students; their use of computers in their personal lives; the school, classroom, and personal resources available to them for learning; and the people in their learning networks supporting their learning to use new technologies for teaching. Although the representativeness of the sample was limited and the measures self-reported, they provided rich opportunities to discover relationships and suggest avenues for supporting teacher learning of new technologies. Analyses showed that these accomplished teachers' confidence in their knowledge of how to use new technologies for teaching was different from their confidence in using technologies more generally. Further, TPACK confidence related to student use of computers in the classroom. No associations were found between TPACK confidence and age, gender, grade levels, subject areas, or student populations. However, confidence in teaching with technology did relate to measures of the teachers' learning resources. More varied learning resources and more productive social learning networks were associated with higher TPACK confidence. Three key types of support provided by learning partners -- learning together, posing challenges, and connecting the teacher to others to learn from -- were significantly more common among high-TPACK teachers. Findings in this study point to ways we might further understand, and subsequently increase, teacher confidence in using new technologies to support student learning. Several questions are raised for future research: Do learning resources lead to confidence in knowledge, or does confidence lead to awareness of existing resources? To what extent can TPACK be measured without first assessing the teacher's PCK? And how might we develop survey measures that reliably capture the complexity of technological pedagogical content knowledge? Understanding TPACK and the conditions under which it develops is an important field of research, as we strive to help teachers learn to use new technologies effectively to support powerful student learning.

Technological Pedagogical Content Knowledge

Author : Charoula Angeli
Publisher : Springer
ISBN 13 : 1489980806
Total Pages : 335 pages
Book Rating : 4.4/5 (899 download)

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Book Synopsis Technological Pedagogical Content Knowledge by : Charoula Angeli

Download or read book Technological Pedagogical Content Knowledge written by Charoula Angeli and published by Springer. This book was released on 2014-11-13 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers’ cognitive understanding of the interactions of technology with content, pedagogy and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop and assess TPCK.

New Directions in Technological Pedagogical Content Knowledge Research

Author : Dr. Myint Swe Khine
Publisher : IAP
ISBN 13 : 1681231069
Total Pages : 385 pages
Book Rating : 4.6/5 (812 download)

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Book Synopsis New Directions in Technological Pedagogical Content Knowledge Research by : Dr. Myint Swe Khine

Download or read book New Directions in Technological Pedagogical Content Knowledge Research written by Dr. Myint Swe Khine and published by IAP. This book was released on 2015-05-01 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 and 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 will be 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 will provide 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.

An Examination of the Relationship Between Preservice Teachers' Level of Technology Integration Self-efficacy (TISE) and Level of Technological Pedagogical Content Knowledge (TPACK)

Download An Examination of the Relationship Between Preservice Teachers' Level of Technology Integration Self-efficacy (TISE) and Level of Technological Pedagogical Content Knowledge (TPACK) PDF Online Free

Author : Eric J. Nathan
Publisher :
ISBN 13 :
Total Pages : 226 pages
Book Rating : 4.:/5 (589 download)

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Book Synopsis An Examination of the Relationship Between Preservice Teachers' Level of Technology Integration Self-efficacy (TISE) and Level of Technological Pedagogical Content Knowledge (TPACK) by : Eric J. Nathan

Download or read book An Examination of the Relationship Between Preservice Teachers' Level of Technology Integration Self-efficacy (TISE) and Level of Technological Pedagogical Content Knowledge (TPACK) written by Eric J. Nathan and published by . This book was released on 2009 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Adaptive Educational Technologies for Literacy Instruction

Author : Scott A. Crossley
Publisher : Routledge
ISBN 13 : 1317298217
Total Pages : 332 pages
Book Rating : 4.3/5 (172 download)

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Book Synopsis Adaptive Educational Technologies for Literacy Instruction by : Scott A. Crossley

Download or read book Adaptive Educational Technologies for Literacy Instruction written by Scott A. Crossley and published by Routledge. This book was released on 2016-06-17 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: While current educational technologies have the potential to fundamentally enhance literacy education, many of these tools remain unknown to or unused by today’s practitioners due to a lack of access and support. Adaptive Educational Technologies for Literacy Instruction presents actionable information to educators, administrators, and researchers about available educational technologies that provide adaptive, personalized literacy instruction to students of all ages. These accessible, comprehensive chapters, written by leading researchers who have developed systems and strategies for classrooms, introduce effective technologies for reading comprehension and writing skills.

The Subject Matters

Author : Susan S. Stodolsky
Publisher : University of Chicago Press
ISBN 13 : 9780226775111
Total Pages : 226 pages
Book Rating : 4.7/5 (751 download)

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Book Synopsis The Subject Matters by : Susan S. Stodolsky

Download or read book The Subject Matters written by Susan S. Stodolsky and published by University of Chicago Press. This book was released on 1988-04-25 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: To achieve quality education in American schools, we need a better understanding of the way classroom instruction works. Susan S. Stodolsky addresses this need with her pioneering analysis of the interrelations between forms of instruction, levels of student involvement, and subject matter. Her intensive observation of fifth-grade math and social studies classes reveals that subject matter, a variable overlooked in recent research, has a profound effect on instructional practice. Stodolsky presents a challenge to educational research. She shows that classroom activities are coherent actions shaped by the instructional context—especially what is taught. Stodolsky contradicts the received view of both teaching and learning as uniform and consistent. Individual teachers arrange instruction very differently, depending on what they are teaching, and students respond to instruction very differently, depending on the structure and demands of the lesson. The instructional forms used in math classes, a "basic" subject, and social studies classes, an "enrichment" subject, differ even when the same teacher conducts both classes. Social studies classes show more diversity in activities, while math classes are very similar to one another. Greater variety is found in social studies within a given teacher's class and when different teachers' classes are compared. Nevertheless, in the classrooms Stodolsky studied, the range of instructional arrangements is very constricted. Challenging the "back to basics" movement, Stodolsky's study indicates that, regardless of subject matter, students are more responsive to instruction that requires a higher degree of intellectual complexity and performance, to learning situations that involve them in interaction with their peers, and to active modes of learning. Stodolsky also argues that students develop ideas about how to learn a school subject, such as math, by participating in particular activities tied to instruction in the subject. These conceptions about learning are unplanned but enduring and significant consequences of schooling. The Subject Matters has important implications for instructional practice and the training, education, and supervision of teachers. Here is a new way of understanding the dynamics of teaching and learning that will transform how we think about schools and how we study them.

Professional Development for Transformational Technology Integration

Author : Elena M. Tachau
Publisher :
ISBN 13 :
Total Pages : 228 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis Professional Development for Transformational Technology Integration by : Elena M. Tachau

Download or read book Professional Development for Transformational Technology Integration written by Elena M. Tachau and published by . This book was released on 2017 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: The rapid advancement of technology tasks K-12 schools with providing professional development for technology integration. This study sought to address the effectiveness of a TPACK-aligned professional development model in preparing in-service teachers to use technology in ways that transform teaching and learning. Through a single-subject, experimental mixed methods design, this study investigated the relationship between a TPACK-aligned professional development intervention and teacher self-assessment of the following TPACK framework constructs: technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological, pedagogical and content knowledge (TPACK) in a rural, K-12 public school district. The following question guided this research: How does a TPACK- aligned professional development model influence teacher self-assessment of TPACK? The findings of this study contribute to existing literature on the design of professional development for technology integration in technology-rich learning environments and address a gap in the literature on TPACK-aligned, in-service teacher professional development for transformational technology integration.

Handbook of Research on Educational Communications and Technology

Author : David Jonassen
Publisher : Routledge
ISBN 13 : 1135596913
Total Pages : 1296 pages
Book Rating : 4.1/5 (355 download)

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Book Synopsis Handbook of Research on Educational Communications and Technology by : David Jonassen

Download or read book Handbook of Research on Educational Communications and Technology written by David Jonassen and published by Routledge. This book was released on 2008-09-25 with total page 1296 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.

Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications

Author : Management Association, Information Resources
Publisher : IGI Global
ISBN 13 : 152255632X
Total Pages : 2283 pages
Book Rating : 4.5/5 (225 download)

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Book Synopsis Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications by : Management Association, Information Resources

Download or read book Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications written by Management Association, Information Resources and published by IGI Global. This book was released on 2018-05-04 with total page 2283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Regardless of the field or discipline, technology is rapidly advancing, and individuals are faced with the challenge of adapting to these new innovations. To remain up-to-date on the current practices, teachers and administrators alike must constantly stay informed of the latest advances in their fields. Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications contains a compendium of the latest academic material on the methods, skills, and techniques that are essential to lifelong learning and professional advancement. Including innovative studies on teaching quality, pre-service teacher preparation, and faculty enrichment, this multi-volume book is an ideal source for academics, professionals, students, practitioners, and researchers.

Educational Technology, Teacher Knowledge, and Classroom Impact

Author : Robert N. Ronau
Publisher :
ISBN 13 : 9781609607524
Total Pages : 409 pages
Book Rating : 4.6/5 (75 download)

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Book Synopsis Educational Technology, Teacher Knowledge, and Classroom Impact by : Robert N. Ronau

Download or read book Educational Technology, Teacher Knowledge, and Classroom Impact written by Robert N. Ronau and published by . This book was released on 2012 with total page 409 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book provides a framework for evaluating and conducting educational technology research, sharing research on educational technology in education content areas, and proposing structures to guide, link, and build new structures with future research"--Provided by publisher.

Handbook of Research on TPACK in the Digital Age

Author : Niess, Margaret L.
Publisher : IGI Global
ISBN 13 : 1522570020
Total Pages : 521 pages
Book Rating : 4.5/5 (225 download)

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Book Synopsis Handbook of Research on TPACK in the Digital Age by : Niess, Margaret L.

Download or read book Handbook of Research on TPACK in the Digital Age written by Niess, Margaret L. and published by IGI Global. This book was released on 2018-11-02 with total page 521 pages. Available in PDF, EPUB and Kindle. Book excerpt: The impact of digital technologies in education has called for teachers to be prepared to facilitate their students’ learning through communication, collaboration, critical thinking, and creativity. In order to create ideal learning environments for their students, teachers must develop a more integrated knowledge for infusing digital technologies as learning tools, a knowledge referred to as TPACK. The Handbook of Research on TPACK in the Digital Age provides innovative insights into teacher preparation for the effective integration of digital technologies into the classroom. The content within this publication represents the work of online learning, digital technologies, and pedagogical strategies. It is designed for teachers, educational designers, instructional technology faculty, administrators, academicians, and education graduate students, and covers topics centered on classroom technology integration and teacher knowledge and support.

Technological Pedagogical Content Knowledge

Author : Karin Sigrid Forssell
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (748 download)

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Book Synopsis Technological Pedagogical Content Knowledge by : Karin Sigrid Forssell

Download or read book Technological Pedagogical Content Knowledge written by Karin Sigrid Forssell and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving learning experiences for all students is the ultimate goal of research in technology use in education. With more availability and better usability of technology in schools, the potential for teachers to use digital tools in schools is greater than ever. However a key factor determining whether new technologies are adopted is the extent to which teachers know how to use them to support students' learning. The special knowledge of how technologies can support students' learning of subject area content is known as technological pedagogical content knowledge (TPACK). This study explored the relationship of accomplished teachers' TPACK confidence to their use of technology with students and to their teaching and learning contexts. In an online survey, 307 National Board Certified teachers provided information about the frequency and breadth of their computer use with students; their use of computers in their personal lives; the school, classroom, and personal resources available to them for learning; and the people in their learning networks supporting their learning to use new technologies for teaching. Although the representativeness of the sample was limited and the measures self-reported, they provided rich opportunities to discover relationships and suggest avenues for supporting teacher learning of new technologies. Analyses showed that these accomplished teachers' confidence in their knowledge of how to use new technologies for teaching was different from their confidence in using technologies more generally. Further, TPACK confidence related to student use of computers in the classroom. No associations were found between TPACK confidence and age, gender, grade levels, subject areas, or student populations. However, confidence in teaching with technology did relate to measures of the teachers' learning resources. More varied learning resources and more productive social learning networks were associated with higher TPACK confidence. Three key types of support provided by learning partners -- learning together, posing challenges, and connecting the teacher to others to learn from -- were significantly more common among high-TPACK teachers. Findings in this study point to ways we might further understand, and subsequently increase, teacher confidence in using new technologies to support student learning. Several questions are raised for future research: Do learning resources lead to confidence in knowledge, or does confidence lead to awareness of existing resources? To what extent can TPACK be measured without first assessing the teacher's PCK? And how might we develop survey measures that reliably capture the complexity of technological pedagogical content knowledge? Understanding TPACK and the conditions under which it develops is an important field of research, as we strive to help teachers learn to use new technologies effectively to support powerful student learning.

National Educational Technology Standards for Teachers

Author : International Society for Technology in Education
Publisher : ISTE (Interntl Soc Tech Educ
ISBN 13 : 9781564841735
Total Pages : 388 pages
Book Rating : 4.8/5 (417 download)

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Book Synopsis National Educational Technology Standards for Teachers by : International Society for Technology in Education

Download or read book National Educational Technology Standards for Teachers written by International Society for Technology in Education and published by ISTE (Interntl Soc Tech Educ. This book was released on 2002 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: Standards were developed to guide educational leaders in recognizing and addressing the essential conditions for effective use of technology to support P-12 education.