Relevant bibliographies by topics / Technological and pedagogical fluency

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  2. Dissertations / Theses
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  5. Conference papers

Academic literature on the topic 'Technological and pedagogical fluency'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Technological and pedagogical fluency"

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Akazaki, Jacqueline Mayumi, Ester Morsoletto Poegere, Carla Bueno Sigal, Leticia Rocha Machado, Ketia Kellen Araújo da Silva, and Patricia Alejandra Behar. "Digital Fluency and the Construction of Pedagogical Strategies for Distance Learning." International Journal for Innovation Education and Research 8, no. 12 (December 1, 2020): 112–32. http://dx.doi.org/10.31686/ijier.vol8.iss12.2818.

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The objective of the study is to identify Pedagogical Strategies (PS) that can contribute to the construction of Digital Fluency in the Distance Learning (DL) context. Technological changes in society include their own set of knowledge, skills, and attitudes called Digital Competences (DC). Specifically, in distance learning, digital fluency is considered paramount since it is related to the use of technologies where the subject feels digitally active, especially with regard to the production of content/materials for the virtual environment. This can be divided into five specific competences: Content Production, Data Protection, Networking, Virtual Resilience, and Teamwork. Thus, PS were created from the analysis of competences in order to assist the instructors to build them with their students in the DL environment. This study used a qualitative methodology based on an interpretative approach. The instrument used for data collection was an online questionnaire evaluating the Pedagogical Strategies for the Digital Fluency Competence. The target audience of the research was 90 specialists in the area of ​​distance learning who responded and suggested changes to the PS. The results enabled the development of a framework with 46 Pedagogical Strategies divided into the 5 specific competences of Digital Fluency to aid teachers in meeting students’ needs.
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Da Rocha Schneider, Daniele, Sérgio Roberto Kieling Franco, and Paulo Francisco Slomp. "Software Livre na educação: uma experiência em cursos de formação docente / Free software in education: an experience in a teachers’ training courses." Texto Livre: Linguagem e Tecnologia 9, no. 2 (December 9, 2016): 199–218. http://dx.doi.org/10.17851/1983-3652.9.2.199-218.

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RESUMO: O artigo aborda a utilização de um sistema operacional livre e de softwares livres em um curso de formação inicial de docentes. Problematiza-se a necessidade do desenvolvimento de fluência tecnológica digital (habilidades contemporâneas, conceitos fundamentais e capacidades intelectuais) dos futuros professores para aplicação pedagógica dos principais aplicativos educacionais. Parte-se de revisão teórica conceitual, seguida de análise da proposta da disciplina “Software Livre na Educação”, ofertada nos cursos de licenciatura da Universidade Federal do Rio Grande do Sul. O resultado evidencia a disciplina como formação diferenciada que oportuniza o desenvolvimento de fluência tecnológica digital em tecnologias livres, potencializando a utilização de diferentes softwares para o desenvolvimento de práticas pedagógicas inovadoras.PALAVRAS-CHAVE: softwarelivre; formação de professores; fluência tecnológica digital. ABSTRACT: This paper approaches the use of free operational systems and softwares in a teachers’ training course. We problematize the need of developing digital and technological fluency (contemporary skills, fundamental concepts and intelectual capacities) of future teachers considering the pedagogical application of the main educational applicatives. A conceptual and theoretical review was perfomed, followed by an analysis of the “Free software in Education” course proposal, which is oferred in undergraduate teaching degrees at the Federal University of Rio Grande do Sul. The result evidences the course as a differentiated training, that allows the development of digital and technological fluency in free technologies, boosting the use of different softwares for the development of inovative pedagogical practices.KEYWORDS: free software; training of teachers; digital and technological fluency.
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Bagetti, Sabrina, Eunice Maria Mussoi, and Elena Maria Mallmann. "Fluência tecnológico-pedagógica na produção de Recursos Educacionais Abertos (REA) / Technological-pedagogical fluency in the production of Open Educational Resources (OER)." Texto Livre: Linguagem e Tecnologia 10, no. 2 (December 28, 2017): 185–205. http://dx.doi.org/10.17851/1983-3652.10.2.185-205.

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RESUMO: A preocupação temática geradora desta pesquisa está centrada na integração das tecnologias educacionais em rede no Ensino Superior, com foco na produção, adaptação e compartilhamento de Recursos Educacionais Abertos (REA). Investigou-se as implicações da fluência tecnológico-pedagógica na produção de videoaulas no formato REA. O grupo de envolvidos foram os docentes e estudantes do curso de Licenciatura em Letras Espanhol matriculados no componente curricular Políticas Públicas Educacionais e Gestão da Educação Básica, do primeiro semestre de 2017, na Universidade Federal de Santa Maria (UFSM). Metodologicamente realizaram-se observação participante, registro e análise dos procedimentos que envolvem videoaulas no formato REA. Para tanto, a concepção teórico-metodológica da pesquisa-ação orientou o estudo no estabelecimento de etapas cíclicas de planejamento, implementação, avaliação e replanejamento das ações pedagógicas. Os resultados apontam que videoaulas no formato REA são ferramentas de integração das tecnologias no contexto escolar. Por isso, elas potencializam o desenvolvimento da fluência tecnológico-pedagógica emancipatória na formação de professores. Conclusivamente, no ensino-aprendizagem mediado por REA, a finalidade de potencializar (co)autoria, dentre outros elementos formadores, constitui movimento de mobilização do conhecimento escolar.PALAVRAS-CHAVE: recursos educacionais abertos; fluência tecnológico-pedagógica; tecnologia educacional.ABSTRACT: The thematic concern generating this research is centered in the promotion of the integration of the educational technologies in network in Higher Education, focusing on the production and adaptation of Open Educational Resources (OER). In this sense, we propose to investigate the implications of technological-pedagogical fluency in the production of videoaulas in the OER format. The group involved were the teachers and students of the degree in Letras/Spanish, enrolled in the Discipline of Public Educational Policies and Management of Basic Education, in the first term of 2017, at the Federal University of Santa Maria (UFSM). Methodologically, we conducted participant observation, registering, and analyses of the procedures that involve the production of video classes in the REA format. For this, we were guided by the theoretical-methodological conceptions of action research, establishing cyclical stages of planning, implementation, evaluation and replanning in our pedagogical actions. The results indicate that the use of OER as tools for integrating technologies in the school context, potentiate the development of emancipatory technological-pedagogical fluency in initial teacher training. Conclusively in the REA-mediated teaching and learning, the purpose of promoting authorship and co-authorship, among other formative elements, consisted of a movement also to mobilize knowledge in school.KEYWORDS: open educational resources; technological-pedagogical fluency; technology integration.
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Schraiber, Rogério Tubias, and Elena Maria Mallmann. "Fluência tecnológico-pedagógica e monitoramento eletrônico na prática da tutoria / Technological-pedagogical fluency and electronic monitoring in mentoring." Educação em Foco 21, no. 35 (December 13, 2018): 245–63. http://dx.doi.org/10.24934/eef.v21i35.1875.

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O trabalho desenvolvido pelo tutor envolve estudantes, professores, materiais e tecnologias constituindo sua prática pedagógica. Nesta reflexão, problematizamos a prática de tutoria realizada durante no estudo de caso do curso de Letras Espanhol da Rede Gaúcha de Ensino Superior a Distância (REGESD). Metodologicamente, a análise centra-se em explicitar os inéditos e viáveis-possíveis do trabalho de tutoria desenvolvido nos quatro anos de duração do respectivo curso (2008-2011) à luz da fluência tecnológico-pedagógica e do monitoramento eletrônico como categorias conceituais. Como resultado, apresentamos que a fluência tecnológico-pedagógica e o monitoramento constituem-se dois princípios essenciais na prática pedagógica do tutor. Concluindo, salientamos que o tutor precisa delimitar o campo epistemológico orientador da sua prática no desenvolvimento do processo de ensino-aprendizagem à distância.
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Bagetti, Sabrina, and Elena Maria Mallmann. "Design da Mediação Pedagógica em ambientes virtuais de ensino-aprendizagem colaborativo: fluência tecnológicopedagógica / Design of Pedagogical Mediation in collaborative teaching-learning virtual environments: technological-pedagogical fluency." Educação em Foco 21, no. 34 (September 20, 2018): 219–41. http://dx.doi.org/10.24934/eef.v21i34.1637.

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A preocupação temática geradora desta pesquisa está centrada no Design da Mediação Pedagógica em Ambientes Virtuais de Ensino-Aprendizagem (AVEA), para o ensino técnico a distância. Investiga-se estratégias didático-metodológicas que favorecem a construção do processo ensino-aprendizagem colaborativo, mediado pelas tecnologias educacionais em rede. O contexto desta pesquisa ocorreu em meio as ações didático-pedagógicas da equipe Multidisciplinar do Curso Técnico em Fruticultura a distância, ofertado pela Rede e-Tec Brasil, na Universidade Federal de Santa Maria-UFSM, no segundo semestre do ano de 2014. Para tanto, a orientação metodológica se findou com base nas concepções teórico-metodológicas da pesquisa-ação, ao estabelecer etapas cíclicas de planejamento, implementação, avaliação e replanejamento nas ações implementadas. A pesquisa-ação sustentou-se nas proposições de 03 (três) matrizes cartográficas: Matriz Dialógico-Problematizadora (MDP), Matriz Temático-Organizadora (MTO) Matriz Temático-Analítica (MTA), as quais orientaram, respectivamente, a produção de dados, sua organização e análise. Os resultados, sustentados no método da triangulação dos dados, apontam que o desafio na elaboração do design pedagógico, em AVEA para cursos técnicos a distância, está centrado no desenvolvimento da fluência tecnológico-pedagógica para promover o ensino-aprendizagem colaborativo, apoiando em nos princípios de interação, interatividade e autonomia.Palavras-chave: Educação a distância; Fluência Tecnológico-pedagógica; Ambiente virtual de ensino-aprendizagem
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Brega, Olga N., and Galina V. Kruglyakova. "Video podcast technology for distant ESP teaching in team work." Perspectives of Science and Education 50, no. 2 (May 1, 2021): 459–71. http://dx.doi.org/10.32744/pse.2021.2.32.

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Introduction. The current situation in the higher education system is characterized by a rethinking of the applied learning technologies and forms of interaction of its participants. The purpose of this study is the theoretical validation and empirical evaluation of the video podcast technology reliability in distance Learning, the central idea of which is the thematic video podcasts creation by students in team work with the teacher’s tuition in the LMS Moodle, H5P. Materials and methods. The study involved 100 students of Togliatti State University majoring 23.05.01 "Land transport technological complexes" (level of specialist). Main research methods: the method of theoretical analysis and modeling, experimental training, the method of mathematical statistics and graphical representation of data. Evaluation of the reliability and the effectiveness of the developed technology were carried out using the Wilcoxon T-test. Results of the study. This technology includes a set of psychological and pedagogical principles; a bank of interactive tasks and methodological recommendations for students to create a video podcast; technical equipment for feedback and online teacher-students interactive team work. Referring to the CEFR, we have developed the Scale of controlled skills: linguistic aspect (Range, Accuracy, Coherence), pragmatic aspect (Interaction, Technical skill, Timemanagmen skill), sociolinguistic aspect (Fluency, Mediation) mastered with the Video podcast technology in distance ESP teaching, and designated their descriptors. The semester experimental training showed: linguistic skills of students increased by 38 %; pragmatic skills by 58%, sociolinguistic skills by 42%. The application of the Wilcoxon T-test under the condition p < 0,05 and Texp < Tcr (in our case Texp= 2,5, Tcr = 3, i.e. Texp < Tcr) proves the obtained results reliability and indicates the technology effectiveness. Conclusion. The developed technology is applicable at any stage of ESP teaching and enhances the organization process of the students’ activities in a distance education.
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Korets, Alexander, and Andry Didyk. "FORMATION OF TECHNICAL AND TECHNOLOGICAL COMPETENCIES IN ELECTRICAL ENGINEERING AND ELECTRONICS IN TRAINING TEACHERS." Scientific Journal of Polonia University 43, no. 6 (June 18, 2021): 73–79. http://dx.doi.org/10.23856/4309.

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The article analyzes the knowledge of electrical engineering and electronics in the context of the competency approach in terms of remote mode and personal routine of the student. The ability to apply the acquired cognitive experience in the created experimental situations is revealed. It is shown that the monitoring determined the ability of students to build their own knowledge system with the involvement of the latest information technologies. The expediency of using innovative methods and technologies at different stages of forming the quality of training of future specialists in electrical engineering and electronics in the conditions of distance learning is determined. The main types, functions and modes of using computer support in the distance learning process are presented. Emphasis is placed on the need to make the right correction, to develop individual approaches and programs, to take into account psychological and pedagogical indicators and criteria for the effectiveness of distance learning. It is noted that the use of computers allows you to find the best ways to solve problems, while improving the learning process. The requirements of the experiment, the unity of experimental and theoretical methods of cognition are analyzed. The basic ways of motivation of activity of students and features of formation and development of competence-worldview professional qualities of the future teacher of technological educational branch are opened. It is determined that the process of professional training should solve the problem of forming a competent specialist who is fluent in modern innovative technologies and ready for constant professional growth, social and professional mobility.
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Kupchak, M. "INFLUENCE OF EUROPEAN INTEGRATION PROCESSES ON DEVELOPMENT THE RIGHT OF EDUCATIONAL SYSTEMS IN UKRAINE." Bulletin of Lviv State University of Life Safety 19 (March 6, 2020): 146–52. http://dx.doi.org/10.32447/20784643.19.2019.18.

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Problem. Legal education is one of the most important areas of the state policy of Ukraine, is a prerequisite for ensuring sustainable democratic development of country. The main priorities are: ensure the national interests of our country; improving the well-being of people; strengthening international cooperation with EU and CE; formation of a positive image of Ukraine on the world stage; creation of conditions for self-realization by Ukrainian citizens.Goal. To define the process of integration Ukraine into the European educational space, peculiarities of the in-fluence of European integration processes on the right of educational systems in Ukraine with help of the built-in model of innovations.Methods. The following methods of research are used: theoretical - study of legal and pedagogical literature, in-ternational legal base and normative legal acts of Ukraine on the problem under investigation; empirical – modeling, forecasting; multicriteria system analysis and problem based synthesis for the theoretical substantiation of legal and pedagogical innovations, definition of the leading definitions of the research.Results. Integration Ukraine into the European educational space requires the introduction of innovations that will create a dynamic, mobile and competitive law-education system in Ukraine. In connection with this, a model for introducing innovations into the Ukrainian law education system - a comprehensive scheme that covers the process (change of the state of the law education system taking into account the requirements of the EU and the Council of Eu-rope) - is constructed, and the result (creation and reproduction of new per educational ideas, forms, methods, methods, technologies, etc.) with the blocks: normative legal, methodological, legal, and technological-legal.Conclusion. The impact of European integration processes on the development of law-education systems in Ukraine is aimed at their reformation and modernization, simplification of access to legal education, enhancement of its quality and im-portance, activation of students and teacher’s mobility, national revival and democratization of society in Ukraine.
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Lukens, Jonathan, and Carl DiSalvo. "Speculative Design and Technological Fluency." International Journal of Learning and Media 3, no. 4 (September 2011): 23–40. http://dx.doi.org/10.1162/ijlm_a_00080.

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Alisaari, Jenni, and Leena Maria Heikkola. "Increasing fluency in L2 writing with singing." Studies in Second Language Learning and Teaching 6, no. 2 (June 30, 2016): 271–92. http://dx.doi.org/10.14746/ssllt.2016.6.2.5.

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Fluency is an essential part of a language learner’s skills. Despite various studies on fluency, little is known about the effects of different pedagogical methods on the development of written fluency. In this paper, we examine how different pedagogical methods affect the development of second language learners’ written fluency. Participants in this study were 51 language learners enrolled in two intensive Finnish courses. The pedagogical methods investigated in the study were singing, listening to songs, and reciting lyrics of songs. Written stories based on cartoon strips were used as a pretest and a posttest. The fluency of written stories was analyzed based on the number of words used in the texts. Differences between the groups taught by different pedagogical methods were analyzed. The results seem to indicate that fluency increased the most in the singing groups compared to the other groups. There was also a statistically significant difference between the singing group and the group reciting lyrics, as well as between the group listening to songs and the group reciting lyrics.
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Dissertations / Theses on the topic "Technological and pedagogical fluency"

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Bagetti, Sabrina. "MEDIAÇÃO PEDAGÓGICA NO ENSINO-APRENDIZAGEM COLABORATIVO DO SISTEMA E-TEC BRASIL." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/7214.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The thematic concern, generating this research is centered on the challenges of pedagogical mediation of the Multidisciplinary Team at the Horticulture Technical Distance Course (ou apenas Horticulture Technical Course ), inserted into e-Tec Brasil system, at Federal University of Santa Maria (UFSM) Polytechnic School. We investigate didactic-methodological strategies that promote collaborative teaching and learning mediated by Moodle tools. To achieve the proposed objectives, we are guided by methodological concepts of action research, establishing cyclical stages, such as planning, implementation, evaluation and redesign activities that cover the construction of didactic-methodological strategies implemented at first module of the course. Action research was argued in three mediators matrixes propositions: the Dialogic-problem-Matrix (DPM), the Theme-Organizing Matrix (TOM) and the Theme-Analytic Matrix (TAM), which guided, respectively, the production of data organization and analysis. research instruments (participation observation diaries, interviews and survey type questionnaires) were guided in sixteen issues of MDP, becoming indicators to the bottom line. Therefore, this action research is grounded in public policy for Professional and Technological Education (PTE) and the e-Tec Brasil system. Also, in Freire's conceptions of Dialogic-Emancipatory Education (DEE), Pedagogical mediation education in Virtual Environments of Teaching and Learning (VETL) and Study Activity Theory. Thus, the elected analytical categories were collaborative teaching and learning and technological fluency. The results of the action research, supported in the triangulation of data, point out the challenge in the pedagogical mediation of distance technical courses, to promote collaborative teaching and learning is focused on development of technological and pedagogical fluency both components of the multidisciplinary team as the students of the course.
A preocupação temática, geradora dessa pesquisa, está centrada nos desafios da mediação pedagógica da Equipe Multidisciplinar no Curso Técnico em Fruticultura a distância, inserido no Sistema e-Tec Brasil, do Colégio Politécnico da Universidade Federal de Santa Maria (UFSM). Investigamos estratégias didático-metodológicas que favorecem ensino-aprendizagem colaborativo mediado pelas ferramentas do Moodle. Para alcançar os objetivos propostos, nos orientamos pelas concepções metodológicas da pesquisa-ação, estabelecendo etapas cíclicas de planejamento, implementação, avaliação e replanejamento das ações que permeiam a construção das estratégias didático-metodológicas implementadas no primeiro módulo do curso. A pesquisa-ação sustentou-se nas proposições de três matrizes mediadoras: a Matriz Dialógico-Problematizadora (MDP), a Matriz Temático-Organizadora (MTO) e a Matriz Temático-Analítica (MTA), as quais orientaram, respectivamente, a produção de dados, sua organização e análise. Os instrumentos de pesquisa (diário de observação participante, questionários tipo survey e entrevistas) estiveram norteados nas dezesseis questões da MDP, tornando-se indicadores aos resultados finais. Por conseguinte, esta pesquisa-ação está fundamentada nas políticas públicas para Educação Profissional e Tecnológica (EPT) e no Sistema e-Tec Brasil. Também, nas concepções freiriana de Educação Dialógico-Problematizadora (EDP), Mediação pedagógica na educação em Ambientes Virtuais de Ensino-Aprendizagem (AVEA) e na Teoria da Atividade de Estudo. Assim, as categorias analíticas eleitas foram ensino-aprendizagem colaborativo e fluência tecnológica. Os resultados da pesquisa-ação, sustentados na triangulação dos dados, apontam que o desafio na mediação pedagógica dos cursos técnicos a distância, para promover o ensino-aprendizagem colaborativo, está centrado no desenvolvimento da fluência tecnológico-pedagógica tanto dos componentes da equipe multidisciplinar quanto dos discentes do curso.
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Cavallo, David Paul. "Leveraging learning through technological fluency." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/61091.

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Lux, Nicholas James. "Assessing technological pedagogical content knowledge." Thesis, Boston University, 2010. https://hdl.handle.net/2144/31985.

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Thesis (Ed.D.)--Boston University
Building on Shulman's (1986) theory of pedagogical content knowledge that outlines distinct domains of teacher knowledge, technological pedagogical content knowledge (TPACK) has emerged as a framework for examining educational technology training in teacher preparation (Koehler & Mishra, 2008; Neiss, 2008; Shin, Koehler, Mishra, Schmidt, Baran, & Thompson, 2009). The research presented here examines the theoretical basis of TPACK and describes the process of developing the Pre-service Teacher - Technological Pedagogical Content Knowledge Survey (PT-TPACK Survey). The PT-TPACK Survey is an instrument constructed to measure self-perceptions of TPACK in pre-service teachers completing a "Foundations of Educational Technology Course". The research focused on collecting evidence for the validity and reliability of the PT-TPACK survey. A pilot study, understandability study, and expert review were conducted in early stages of the research. Exploratory and confirmatory factor analysis and reliability measures were analyzed after the survey was administered to 120 pre-service teachers. The factor structure suggests a superior model fit, as did the goodness-of-fit indices. The root mean square error of approximation (RMSEA) was equal to .013, and both the comparative fit index (CFI) and non-normed fit index (NNFI) were .90 (CFI=1.0, NNFI=1.0). Internal consistency between the individual factors was also strong. The resulting coefficient alpha statistics suggest instrument reliability (TPACK, a=.903; TPK, a=.844; PK, a=.771; CK, a=.774; TK, a=.747; PCK, a=.653). Six of the seven widely accepted hypothesized TPACK dimensions emerged in the factor structure. Technological content knowledge (TCK) was the only hypothesized dimension that did not emerge. Finally, this study recommends several reasons for the lack of the TCK dimension, some of which could have an impact on how teachers are trained to use technology.
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Cox, Susan Marie. "A Conceptual Analysis of Technological Pedagogical Content Knowledge." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2552.pdf.

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Turpo, Gebera Osbaldo. "Pedagogical and Technological Perspective in Convergence Blended Learning." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/117252.

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Since its emergence in the educational context, the blended learning insurgentas a modality with its own identity. According to its evolution, runs through presentiality configured contexts and virtuality. In a first stage, stood as a mixed or combined mode, and then advanced to integration, which resulted in the dilutionof its components. The progressive social changes, technological and cultural towards convergence, today brings a new north-mode, given the confluence of pedagogical and technological mediations in the training process. This position places him in a new trend that more than a possibility, actually represents a more explicable on the future of Blended Learning.
Desde su emergencia en el contexto educativo, el blended learning surge como una modalidad con identidad propia. Conforme a su evolución, discurre por contextos configurados por la presencialidad y virtualidad. En un primer estadio, se situó como una modalidad mixta o de combinación; posteriormente avanzó a una integración que supuso la dilución de sus componentes. La progresiva evolución social, tecnológica y cultural hacia la convergencia aporta, en la actualidad, un nuevo norte a la modalidad dada la confluencia de las mediaciones pedagógicas y tecnológicas en el proceso formativo. Este posicionamiento lo ubica dentro de una nueva tendencia, que más que una posibilidad, representa una realidad más explicable sobre el devenir del blended learning.
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Cavallo, David Paul. "Technological fluency and the art of motorcycle maintenance : emergent design of learning environments." Thesis, Cambridge, Mass. : Massachusetts Institute of Technology, 2000. http://web.media.mit.edu/%7Ecavallo/Thesis-index.pdf.

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Afhandling, Massachusetts Institute of Technology, School of Architechture and Planning, Program in Media Arts and Sciences, 2000.
Findes også på internet (kræver læseprogrammet Acrobat Reader): http://web.media.mit.edu/%7Ecavallo/Thesis-index.pdf. Litteraturhenvisninger s. 239-246.
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Hug, Sarah. "Developing technological fluency in a community of digital storytelling practice: Girls becoming tech-savvy." Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3256474.

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Heywood, Jonathan Paul. "Operationalising technological pedagogical content knowledge in UK teacher professional development." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43071.

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Weaknesses in extant modes of teacher professional development relating to the use of technology to support teaching and learning are identified and recommendations sought regarding more effective modes of delivery. Technological Pedagogical Content Knowledge (TPACK) is postulated as a theoretical lens through which to foster reflection and dialogue regarding teaching practice and a number of tools are developed to support a structured approach to professional development. These include a TPACK assessment tool to evaluate performance in each of TPACK's constituent subdomains and a new form of technology content representation, dubbed a 'T-CoRe', through which to scaffold thinking and practice relating to technology integration. Through iterative refinement, the assessment tool was able to indicate and afford visualisation of aspects of practice. T-CoRes and associated discussion were able to evidence stimulation of high-quality reflection and foster application of higher-order thinking, here termed 'TPACK thinking'. Impact was demonstrable both in terms of teacher practice and pupil outcomes. Teachers demonstrated a commitment to collegiality and reflected on their capacity to champion technology integration within their departments and schools. This study therefore demonstrates the potential to operationalise TPACK within a UK setting and offers a toolkit of resources to support consideration of the pedagogical affordance of technology by teachers for wider scrutiny, use and development.
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Norman, E. W. L. "The technological knowledge base of design and associated pedagogical issues." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/34258.

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What might count as the technological knowledge bases (or underpinning) of design practice (and more particularly, Industrial Design, and Design and Technology in general education) has always been an unresolved matter. This series of papers, developed through an action research approach over a number of years, sought to develop understanding of the technological knowledge base of design, (taking account, also, of the apparent needs of Industrial Design practitioners and of those engaged in Design and Technology in schools). Hence, a theoretical position and research agenda developed concerning the nature of technology for (the purposes of those engaged in) designing. Three areas have been explored through a case study format: designing and materials and processes at advanced (A) and advanced supplementary (AS) level in UK Design and Technology syllabuses; the teaching and learning of mechanics and materials technology by Industrial Design and Technology undergraduates; the use of flexible learning and information technology (IT) to support the analysis of structures by Industrial Design and Technology undergraduates.
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Owusu, Kofi Acheaw. "Assessing New Zealand high school science teachers' technological pedagogical content knowledge." Thesis, University of Canterbury. Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9254.

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Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand’s high school science teachers in general had a high perception of their understanding of TPACK and its related constructs. Science teachers had high mean scores on all the constructs on a five- point Likert scale except technological knowledge. There is thus an indication that science teachers in New Zealand perceived themselves as being able to teach with technology effectively. Correlation analysis revealed that all six constructs correlated significantly with TPACK (also referred to as TPCK). Multiple and stepwise regression analyses revealed that Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) made statistically significant unique contributions to Technological Pedagogical Content Knowledge (TPCK). Pre-registered teachers indicated that their levels of TCK and Pedagogical Content Knowledge (PCK) were lower than more experienced teachers. This implied that recently graduated teachers found it difficult to appropriate the affordances of technology to affect the content they taught. Also, these recently graduated teachers lacked the experience to represent content in a format that made it comprehensible to their learners. The contextual factors that influenced teachers’ use of technology as well as teachers’ TPACK levels were investigated through multiple embedded case studies of six teachers who were regular users of technology in their teaching. The case studies revealed that science teachers used technology to support inquiry learning in a wide range of ways in lower levels of high school but mostly to clarify concepts and theories when it came to the senior level of high school. Teachers demonstrated different levels of expertise and engagement in the use of technology for transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. This signalled that science teachers’ TPACK apparent developmental levels shifted depending on the context of the assessment requirements of the students. This is a major finding in this study because although previous researchers have assumed that context influences teachers’ TPACK characteristics and development, this study provides evidence of how specific aspects of context influences teachers’ TPACK. This evidence shows examples of how the development of an individual’s TPACK can be considered as dynamic where the interacting constructs and characteristics shift and change based on the context. The recommendations from this study propose that teacher education programmes should ensure that there is a focus on teaching preservice teachers how to appropriate the affordances of technology to teach specific content instead of teaching one technology skills based course. The evidence from this study indicates that teachers in New Zealand schools use collegial approaches in the use of technology. Therefore professional learning programmes should target groups of teachers in the same school or cluster of schools rather than targeting individual teachers. This will enable teachers to share ideas and provide leadership for their colleagues in terms of how to use technology. Again, technology related professional development programmes should move away from enriching teachers’ technological skills to emphasising how teachers can appropriate the affordances of technology in their classroom practices to meet their instructional goals as well as students’ learning outcomes. There is a consequent obligation for teacher educators, educationists and stakeholders to enable teachers to understand how best to harness the increased knowledge retrieval capacity that Information and Communication Technology affords, its information sharing abilities as well as the capacity to engage young people to act as experimenters, designers and creators of knowledge.
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Books on the topic "Technological and pedagogical fluency"

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Angeli, Charoula, and Nicos Valanides, eds. Technological Pedagogical Content Knowledge. Boston, MA: Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-8080-9.

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Fulton, Kathleen. The skills students need for technological fluency. Santa Monica, Calif. (1250 Fourth St., Santa Monica 90401-1353): Milken Exchange on Education Technology, 1997.

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American Association of Colleges for Teacher Education. Committee on Technology and Innovation. Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Published by Routledge for the American Association of Colleges for Teacher Education, 2008.

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Herring, Mary C. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Second edition. | New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315771328.

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New directions in technological pedagogical content knowledge research: Multiple perspectives. Charlotte, NC: Information Age Publishing, Inc., 2015.

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Corbiere, Mary Ann. Foundations of Nishnaabemowin: Stepping stones to conversational fluency in Ojibwe. Sudbury, Ont: Wabnode Institute, Cambrian College, 1999.

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Kitto, Simon. Pedagogical machines: ICTs and neoliberal governance of the university. Hauppauge, NY: Nova Science Publishers, 2009.

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Herring, Mary, Punya Mishra, and Matthew Koehler. Handbook of Technological Pedagogical Content Knowledge for Educators. Taylor & Francis Group, 2016.

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Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Routledge, 2008.

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Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK. Springer, 2014.

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Book chapters on the topic "Technological and pedagogical fluency"

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McComas, William F. "Technological Pedagogical Content Knowledge." In The Language of Science Education, 106. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_95.

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Kushner Benson, Susan N., Cheryl L. Ward, and Xin Liang. "The Essential Role of Pedagogical Knowledge in Technology Integration for Transformative Teaching and Learning." In Technological Pedagogical Content Knowledge, 3–18. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_1.

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Tzavara, Aggeliki, and Vassilis Komis. "Design and Implementation of Educational Scenarios with the Integration of TDCK: A Case Study at a Department of Early Childhood Education." In Technological Pedagogical Content Knowledge, 209–24. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_10.

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Ioannou, Ioannis, and Charoula Angeli. "Technological Pedagogical Content Knowledge as a Framework for Integrating Educational Technology in the Teaching of Computer Science." In Technological Pedagogical Content Knowledge, 225–37. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_11.

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Crompton, Helen. "Pre-service Teachers’ Developing Technological Pedagogical Content Knowledge (TPACK) and Beliefs on the Use of Technology in the K-12 Mathematics Classroom: A Review of the Literature." In Technological Pedagogical Content Knowledge, 239–50. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_12.

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Haley-Mize, Shannon, and John Bishop. "Exploring TPACK Model Practices: Designing, Facilitating, and Evaluating Effectiveness of Technology Experiences Among Pre-service Teachers." In Technological Pedagogical Content Knowledge, 253–68. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_13.

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Tee, Meng Yew, and Shuh Shing Lee. "Making Tacit Knowledge and Practices More Explicit for the Development of TPACK." In Technological Pedagogical Content Knowledge, 269–83. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_14.

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Benton-Borghi, Beatrice Hope. "Intersection and Impact of Universal Design for Learning (UDL) and Technological, Pedagogical, and Content Knowledge (TPACK) on Twenty-First Century Teacher Preparation: UDL-Infused TPACK Practitioner’s Model." In Technological Pedagogical Content Knowledge, 287–304. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_15.

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Angeli, Charoula, Nicos Valanides, Anna Mavroudi, Andri Christodoulou, and Kyriakoula Georgiou. "Introducing e-TPCK: An Adaptive E-Learning Technology for the Development of Teachers’ Technological Pedagogical Content Knowledge." In Technological Pedagogical Content Knowledge, 305–17. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_16.

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Niess, Margaret L. "Transforming Teachers’ Knowledge: Learning Trajectories for Advancing Teacher Education for Teaching with Technology." In Technological Pedagogical Content Knowledge, 19–37. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_2.

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Conference papers on the topic "Technological and pedagogical fluency"

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Brunvand, Erik. "Technological fluency through circuit bending." In 2015 IEEE International Conference on Microelectronics Systems Education (MSE). IEEE, 2015. http://dx.doi.org/10.1109/mse.2015.7160012.

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Brunvand, Erik. "A noise-based curriculum for technological fluency." In SIGGRAPH '15: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2785585.2792548.

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Diwakar, Anita, Sushanth Poojary, Rupak Rokade, Santosh Noronha, and Kannan Moudgalya. "Control systems virtual labs: Pedagogical and technological perspectives." In 2013 IEEE International Conference on Control Applications (CCA). IEEE, 2013. http://dx.doi.org/10.1109/cca.2013.6662796.

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Kestiani, Junairoh, Riandi Riandi, and Diana Rochintaniawati. "Analysis Technological Pedagogical Content Knowledge Ability of Teachers." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.59.

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Cui, Han, Scott Tancock, and Naim Dahnoun. "E-Learning Tool to Enhance Technological Pedagogical Content Knowledge." In 2019 8th Mediterranean Conference on Embedded Computing (MECO). IEEE, 2019. http://dx.doi.org/10.1109/meco.2019.8760152.

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Caruso, Federica, Sara Peretti, Lara Corbacchini, Carlo Centofanti, and Alessandro D’errico. "The CrazySquare Project: A Technological Pedagogical Content Knowledge Solution." In Special Session on Computer Supported Music Education. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009837906550662.

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Tseng, Jun-Jie. "Investigating EFL teachers’ technological pedagogical content knowledge: Students’ perceptions." In EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000249.

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Blunt, Takeria, and Brian Magerko. "Mapping the Factors that Impact Technological Fluency for Black Youth in Low Income Communities." In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985895.

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Galofré, Maria, and Julià Minguillón. "Identifying pedagogical, technological and organizational barriers in virtual learning environments." In the 10th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1414471.1414516.

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Queiroz-Neto, Jose P., Diego C. Sales, Hayanne S. Pinheiro, and Benjamin O. Neto. "Using modern pedagogical tools to improve learning in technological contents." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344383.

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