Reconsidering the T and C in TPACK: Repurposing technologies for interdisciplinary knowledge
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Kereluik, K., Mishra, P. & Koehler, M. (2010). Reconsidering the T and C in TPACK: Repurposing technologies for interdisciplinary knowledge. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3892-3899). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33987.
Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
David Gibson & Bernie Dodge
More Information on SITE
Table of Contents
This paper discusses the TPACK framework and offers a critique of its applicability to address the demands of teaching and learning in the 21st century. We propose a reframing of Content Knowledge (C) to address the increasingly salient role of interdisciplinary knowledge in the changing global job market. We propose a reframing of Technology Knowledge (T) to address changes in education, as well as provide recommendations for fostering necessary skills in teachers, designed to empower teachers to repurpose technology to meet their specific needs. Finally, examples of innovative and successful repurposing are provided and discussed in conjunction with the TPACK framework.
- Testing a TPACK-Based Technology Integration Assessment Rubric
- The Validation of an Instrument Measuring TPACK
- Strategies for teacher professional development on TPACK, Part 2
- An Elaborated Model of the TPACK Framework
- Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology
- Technological Pedagogical Content Knowledge (TPACK): A Content Analysis of 2006-2009 Print Journal Articles
- Mathematics Teacher TPACK Standards and Development Model
- Auditing the TPACK Confidence of Australian Pre-Service Teachers: The TPACK Confidence Survey (TCS)
- Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK)
- Teachers’ assessment of TPACK: Where are we and what is needed?
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