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ERIC Number: EJ826092
Record Type: Journal
Publication Date: 2008
Pages: 22
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1539-1523
Technological Pedagogical Content Knowledge in Action: A Case Study of a Middle School Digital Documentary Project
Hofer, Mark; Swan, Kathleen Owings
Journal of Research on Technology in Education, v41 n2 p179-200 Win 2008
In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K-12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively integrate technology in classroom work. This case study explores the three domains of teacher knowledge and their intersections in a sixth grade digital documentary project. On the surface, the setting for the work (particularly the skilled teachers with whom we worked) seemed to be the "best-case scenario" for technology integration, and yet, challenges arose in the intersections of the domains of knowledge. This study explores the different areas of teacher knowledge in this project and provides directions for future work to further explore the notion of TPCK in practice. (Contains 1 figure.)
International Society for Technology in Education. 480 Charnelton Street, Eugene, OR 97401-2626. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A