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ERIC Number: EJ844273
Record Type: Journal
Publication Date: 2009
Pages: 24
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1539-1523
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed
Harris, Judith; Mishra, Punya; Koehler, Matthew
Journal of Research on Technology in Education, v41 n4 p393-416 Sum 2009
In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedagogy, content and context as interdependent aspects of teachers' knowledge necessary to teach content-based curricula effectively with educational technologies. We offer TPACK-based "activity types," rooted in previous research about content-specific activity structures, as an alternative to existing professional development approaches and explain how this new way of thinking may authentically and successfully assist teachers' and teacher educators' technology integration efforts. (Contains 1 figure, 3 tables and 2 footnotes.)
International Society for Technology in Education. 180 West *th Avenue, Suite 300, Eugene, OR 97401-2916. 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 - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A