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Littérature scientifique sur le sujet « Technology-Pedagogical Content Knowledge »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 4 février 2022

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Articles de revues sur le sujet "Technology-Pedagogical Content Knowledge"

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Lim, Nhayoung, and Changhoon Lee. "Analysis of technology teachers Perception of Pedagogical Content Knowledge." Korean Technology Education Association 20, no. 2 (2020): 59–82. http://dx.doi.org/10.34138/kjte.2020.20.2.59.

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Rohaan, Ellen J., Ruurd Taconis, and Wim M. G. Jochems. "Measuring teachers' pedagogical content knowledge in primary technology education." Research in Science & Technological Education 27, no. 3 (2009): 327–38. http://dx.doi.org/10.1080/02635140903162652.

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Angeli, Charoula, and Nicos Valanides. "Technology Mapping: An Approach for Developing Technological Pedagogical Content Knowledge." Journal of Educational Computing Research 48, no. 2 (2013): 199–221. http://dx.doi.org/10.2190/ec.48.2.e.

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Agyei, Douglas D., and Jared Keengwe. "Using technology pedagogical content knowledge development to enhance learning outcomes." Education and Information Technologies 19, no. 1 (2012): 155–71. http://dx.doi.org/10.1007/s10639-012-9204-1.

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Jones, Alister, and Judy Moreland. "Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology." International Journal of Technology and Design Education 14, no. 2 (2004): 121–40. http://dx.doi.org/10.1023/b:itde.0000026513.48316.39.

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Guerrero, Shannon M. "Teacher Knowledge and a New Domain of Expertise: Pedagogical Technology Knowledge." Journal of Educational Computing Research 33, no. 3 (2005): 249–67. http://dx.doi.org/10.2190/blq7-at6t-2x81-d3j9.

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Although the content and nature of teachers' practical and theoretical knowledge has continued to evolve since the mid to late 1970s, current conceptualizations of teacher knowledge do not adequately reflect the knowledge and skills teachers need to successfully navigate a technologically rich educational environment. This article summarizes traditional and contemporary organizational schemes for teacher knowledge and argues that lacking from our understanding of teacher knowledge is a new domain of expertise: pedagogical technology knowledge. The theoretical development of this new knowledge

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Sofendi, Rita Inderawati, and Machdalena Vianty. "Technology Use and Technology-Related Learning Experiences as Perceived by Indonesian Tertiary EFL Students." International Journal of Applied Linguistics and English Literature 10, no. 3 (2021): 33. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.3p.33.

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Research aiming at investigating Technological Pedagogical Content Knowledge (TPACK) has been extensively conducted and measured by TPACK instruments developed in the context of ESL (English as a Second Language). Therefore, research within the context of EFL (English as a Foreign Language) and which applies a TPACK instrument specifically designed for the EFL context can give a significant contribution to the field of study. This study was conducted to map the TPACK of thirty-three EFL students at a teacher training institution in South Sumatera (Indonesia) by using a TPACK questionnaire spec

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Gökçearslan, Şahin, Tuğra Karademir, and Agah Tuğrul Korucu. "Preservice Teachers’ Level of Web Pedagogical Content Knowledge." Journal of Educational Computing Research 55, no. 1 (2016): 70–94. http://dx.doi.org/10.1177/0735633116642593.

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Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has been customized and has taken the form of Web Pedagogical Content Knowledge. The Relational Screening Model was used in this study. It aims to determine whether a profile of preservice teachers based on their “individual innovativeness” can be used as a significant predictor in also categorizing them according to their knowledge of web technology, pedagogy, and content. A total of 170 preservice teachers studying at various departments of the

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Tuysuz, Cengiz. "Determination of pre-service teachers’ self-confidence levels towards technology subdimension of technological pedagogical content knowledge." International Journal of Academic Research 6, no. 1 (2014): 35–41. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.5.

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Mai, Mohammed Yousef, and Mahizer Hamzah. "Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia." European Journal of Social Sciences Education and Research 6, no. 2 (2016): 167. http://dx.doi.org/10.26417/ejser.v6i2.p167-179.

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The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordan

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Thèses sur le sujet "Technology-Pedagogical Content Knowledge"

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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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De, Silva Chamelle Rene. "Technology integration : tracing in-service primary teachers' technological, pedagogical and content knowledge development." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2374.

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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2015.<br>The past decade has witnessed the proliferation and use of computer technologies or ICTs (Information and Communication Technologies) in varying levels in the traditional classroom within the South African context. The policy on e-Education (DoE, 2004) refers to the significance of e-Education and expects schools to be developed into e-Schools, consisting of a community of both teachers and learners. This policy also foregrounds how new models of learning are radically changing and challenging current conceptions of le

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Knolton, Davin V. "Technological, pedagogical, content knowledge (TPACK): an exploratory study of adjunct faculty technology proficiency." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18695.

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Doctor of Philosophy<br>Department of Educational Leadership<br>Royce Ann Collins<br>In an era of increasing demand for a limited budget, more universities are turning to adjunct faculty to fill the need and to address the student load. Adjunct faculty members are hired for their content knowledge and close association to the business world and industry. This study was conducted to investigate whether a relationship exists between (a) technological pedagogical content knowledge (TPACK); (b) pedagogical training; and (c) personal technology; and to determine which variables have the greatest in

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Coffman, Vonda G. "THE PERCEIVED TECHNOLOGY PROFICIENCY OF STUDENTS IN A TEACHER EDUCATION PROGRAM." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1371730581.

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Draper, Kim. "Understanding science teachers’ use and integration of ICT in a developing country context." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26687.

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Information and communication technology (ICT) has infiltrated society to the point of becoming essential to much of its everyday functioning. People rely on ICT to communicate, access information, and stay connected in an increasing globalised community. In many developed countries, ICT is now strongly featured in education for teaching and learning. In South Africa, as in other developing or partly developed countries, ICT use in education remains limited. This research was conducted to explore and understand how those South African science teachers who have access to ICT use it when they te

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McDonald, Jocelyn. "Examination of Teachers' Perceived Technological Pedagogical Content Knowledge and its Relationship to Lesson Design." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7408.

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School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments

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Bruner-Timmons, Joan. "Teachers' Participation in Learning by Design Activities, Their Technological, Pedagogical and Content Knowledge, and Technology Integration in an Inner City School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5059.

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Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by design (LBD) and technological, pedagogi

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McGlothlin, Cheryle D. "Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK)." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394.

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Wigginton, Erin O'Donnell. "The Choices and Uses of Technological Tools in High School Government Classes." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29493.

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The purpose of this study was to examine how government teachers make decisions regarding the type of technological tools they incorporate in their instruction. As a case study of two teachers, this work was oriented by the question: How are U.S. Government teachers' beliefs and perspectives about learning and teaching reflected in their pedagogical practice and use of technological tools. There is little work about how teachers prepare students for the 21st century. Teaching U.S. Government or about the U.S. government has been ignored in much of the research of social studies classes.

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Love, Tyler S. "Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64004.

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With the recent release of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2014b) science educators were expected to teach engineering content and practices within their curricula. However, technology and engineering (T&E) educators have been expected to teach content and practices from engineering and other disciplines since the release of the Standards for Technological Literacy (ITEA/ITEEA, 2000/2002/2007). Requisite to the preparation of globally competitive STEM literate individuals is the intentional, concurrent teaching of science, technology, and engineering concepts. M

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Livres sur le sujet "Technology-Pedagogical Content Knowledge"

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

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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. Published by Routledge for the American Association of Colleges for Teacher Education, 2008.

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Integration of technology pedagogical content knowledge: Education Manual. China Press, 2000.

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

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

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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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(Editor), Julie Gess-Newsome, and Norman G. Lederman (Editor), eds. Examining Pedagogical Content Knowledge - The Construct and its Implications for Science Education (Science & Technology Education Library). Springer, 1999.

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(Editor), Julie Gess-Newsome, and Norman G. Lederman (Editor), eds. Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education (Science & Technology Education Library). Springer, 2001.

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

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Angeli, Charoula, and Nicos Valanides. Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK. Springer, 2020.

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Chapitres de livres sur le sujet "Technology-Pedagogical Content Knowledge"

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de Miranda, Michael A. "Pedagogical Content Knowledge for Technology Education." In Encyclopedia of Earth Sciences Series. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38889-2_47-1.

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de Miranda, Michael A. "Pedagogical Content Knowledge for Technology Education." In Springer International Handbooks of Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44687-5_47.

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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. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_1.

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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. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_11.

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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. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_16.

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Kramarski, Bracha, and Tova Michalsky. "Effect of a TPCK-SRL Model on Teachers’ Pedagogical Beliefs, Self-Efficacy, and Technology-Based Lesson Design." In Technological Pedagogical Content Knowledge. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_5.

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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. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_12.

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Mouza, Chrystalla, and Rachel Karchmer-Klein. "Designing Effective Technology Preparation Opportunities for Preservice Teachers." In Technological Pedagogical Content Knowledge. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_6.

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Jaipal-Jamani, Kamini, and Candace Figg. "The Framework of TPACK-in-Practice: Designing Content-Centric Technology Professional Learning Contexts to Develop Teacher Knowledge of Technology-enhanced Teaching (TPACK)." In Technological Pedagogical Content Knowledge. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_7.

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Salleh, Sallimah Mohd, Juraidah Musa, Marlizayati Johari, and Noraisikin Sabani. "From Pedagogical Beliefs to Implementation: The Development of Pre-Service Teachers’ Technology, Pedagogy and Content Knowledge for Student-Centred Learning." In Globalisation, Education, and Reform in Brunei Darussalam. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77119-5_6.

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Actes de conférences sur le sujet "Technology-Pedagogical Content Knowledge"

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Liunokas, Sonya Monica, Isana Supiah Yosephine Louise, and Falenthino Sampouw. "Chemistry Teacher’s Perception About Their Technology, Pedagogical, and Content Knowledge (TPACK)." In 6th International Seminar on Science Education (ISSE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210326.045.

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Karlsson, Göran. "CAPTURING STUDENT TEACHERS’ TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE: USING A PEDAGOGICAL TOOL CALLED TECHNOLOGY CONTENT REPRESENTATION AND VIDEO REFLECTION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1507.

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Malik, Syaeful, Dedi Rohendi, and Isma Widiaty. "Technological Pedagogical Content Knowledge (TPACK) with Information and Communication Technology (ICT) Integration: A Literature Review." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.114.

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Hosseini, Zahra, and Jani Kinnunen. "INTEGRATION OF PEDAGOGY INTO TECHNOLOGY: A PRACTICAL PARADIGM." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end086.

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Technology, with its rapid growth and vast impacts on all areas of human life, has increased well-being and facilitated daily tasks in our private life as well as in business and marketing, medical and healthcare services, and education. The global Covid-19 pandemic has shown the importance of Internet and technology to keep businesses running and reduce the problems emerging from social distancing and even saving lives through healthcare systems; likewise, educational systems speeded their technological facilities to run and develop normal educational activities. Although many studies had alr

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"Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4289.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Drone technology has been increasingly used in education. This paper reports a study of assessing teachers’ readiness and training needs for using drone technology in their teaching. Background: New technology promotes new ways of practices. With the sophisticated design and the affordance to explore our world from a bird’s eye perspective, a drone has been increasingly used to support science, technology, engineering, and mathematic

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Ploder, Christian, Lisa Ehrhardt, Laura Gamper, and Christoph Hazy. "INSTRUCTIONAL DESIGN OF KNOWLEDGE NUGGETS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end053.

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Throughout their careers, all students experience the same set of learning routines within the same time frame and following the same pedagogical approach based on identical materials. In contrast, Knowledge Nuggets provide students with different opportunities to achieve specific learning outcomes through self-directed learning activities. An individual student's skill inventory could improve the full individualization of the Knowledge Nugget delivery at the start of each class. Knowledge Nuggets are considered learning materials organized within small, defined topics. This granularity makes

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Frango Silveira, Ismar, Nizam Omar, and Pollyana Notargiacomo Mustaro. "The Architecture of Learning Object Repositories." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2910.

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The definition used for learning objects considers them as any digital entity which can be used, reused or referenced during a technology-mediated learning process. Nowadays, this concept has became essential to the development of pedagogical content to be used in large scale educational projects to which are engaged a wide number of educational agents - students, teachers and faculty staff. Guaranteeing reusability of pedagogical content allows its use on different contexts. Therefore, a repository of learning objects that has a well-defined metadata structure can be used to customize learnin

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Ramaila, Sam. "TECHNOLOGY INTEGRATION IN NATURAL SCIENCES TEACHING AND LEARNING IN SOUTH AFRICAN TOWNSHIP SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end022.

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This study examined technology integration in Natural Sciences teaching and learning in South African township schools. A mixed method approach was adopted as part of an exploratory descriptive survey design. Data was collected through semi-structured interviews, classroom observations as well as administration of open-ended survey questionnaire. The study involved purposively selected grade 9 Natural Sciences teachers and learners as participants. The empirical investigation is underpinned by technological pedagogical content knowledge (TPACK) as the underlying theoretical framework. The part

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Mykyteichuk, Khrystyna, Lyudmyla Tymchuk, and Valentyna Zvozdetska. "Pedagogical Diagnostics at the Stage of Preparing a Child for School in Poland." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/19.

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The current tendency of the European educational strategy on the compulsory children’s involvement in the preschool education before elementary school raises the issue of preparing children for school and the preschool education functioning, modernization and updating the content and technology of pedagogical activities at this stage. The article highlights the innovation of the Polish theory and practice in preparing a child for school i.e. the transfer of the pedagogical diagnosis function in school readiness from psychologists to preschool teachers. The organization of systematic, daily obs

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Maneira, Simone, and Ana Martins. "TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND STUDENT KNOWLEDGE: RETHINKING THE FRAMEWORK." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1298.

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