Handbook of technological pedagogical content knowledge

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handbook of technological pedagogical content knowledge

Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators - CRC Press Book

Current issue. More Statistics. Wilfred W. Lau 1. Social media are increasingly adopted in university administration, teaching, and learning. For pre-service teachers, although there is growing evidence suggesting the effectiveness of educational technology courses in enhancing their technological pedagogical content knowledge TPACK , relatively little is known about whether and how this knowledge is associated with social media usage SMU in informal settings. Based on the survey data of a sample of pre-service teachers in Hong Kong, media sharing was found to be a significant positive predictor of technology knowledge and knowledge of teaching with technology, whereas Internet searching and video gaming were not predictive of any component of TPACK.
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Published 12.04.2019

Pedagogic Content Knowledge by Dr. Olenka Bilash

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.

Handbook of technological pedagogical content knowledge (TPCK) for educators

User Username Password Remember me. International Letters of Social and Humanistic Sciences, A, I. Kaplan.

Kestianty, L. Bardin, N. Show Summary Details Summary and Keywords The 21st-century explosion and decisive impact of digital media on education has highlighted the need for rethinking the required teacher knowledge for guiding students in taking advantage of improved technological affordances. Rukayadi Universiti Putra Malaysia Indonesia.

Your request to send this item has been completed. Psicothema, 26 3. Pedagogical content knowledge.

Mahrt, I. Show Summary Details Summary and Keywords The 21st-century explosion and decisive impact of digital media on education has highlighted the need for rethinking the required teacher knowledge for guiding students in taking advantage of improved technological affordances? The intersection of these three knowledge domains reveals four additional subsets: technological pedagogical knowledge, H, technological content knowledge. Abdullahi.

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Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. A detailed description of the research methodology and findings is given, including an overview of the implications of the study. Results show that integrating technology with a Research Teaching Perspective RTP could be a way to develop innovative science lessons for students. Abdullahi, H. The role of ICT in teaching science education in schools.

Nordic Studies in Science Education, A, 54- Brown, manuals. Skip to main content. Educational technology -- Study and teaching -- United States -- Handboo. Thompson.

View Stats. The lesson study was carried out in two from, school-based lesson study and biology teacher association based lesson study. The method used in the study was descriptive involved teachers in one school located in Bandung and member of biology teacher association in West Bandung District West Java, Indonesia. The development of TPACK was focused on five components; they are: learning objective, concept, pedagogy, evaluation, and technology. The research suggests that teacher association based lesson study is more useful to develop teacher TPCAK than school-based lesson study, and the role of the observer is essential in developing teacher TPACK. Carter, I. International Journal of Science and Mathematics Education, 15 2 ,

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Remember me on this computer. Design-based research: Putting a stake in the ground. Finding libraries that hold this item Cohen, L.

Handbook of Research on Educational Communications and Technology pp. Technology, J, 22. KeenGwe.

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