Name: Technological Pedagogical Content Knowledge
ISBN: 978-1-4899-8080-9

Editors:

Charoula Angeli⁰,
Nicos Valanides¹

Charoula Angeli
1. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus
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Nicos Valanides
1. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus
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Introduces TPCK as a conceptual framework for grounding research in educational technology
Serves as an important resource for researchers in educational technology
Reflects a new direction in understanding complex interactions among content, pedagogy, learning and technology

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Table of contents (16 chapters)

Front Matter

Pages i-xvii

PDF
The Significance of TPCK
1. Front Matter
  
  Pages 1-1
  
  PDF
2. The Essential Role of Pedagogical Knowledge in Technology Integration for Transformative Teaching and Learning
  
  Susan N. Kushner Benson, Cheryl L. Ward, Xin Liang
  
  Pages 3-18
3. Transforming Teachers’ Knowledge: Learning Trajectories for Advancing Teacher Education for Teaching with Technology
  
  Margaret L. Niess
  
  Pages 19-37
Theoretical Orientations Concerning the Nature of TPCK
1. Front Matter
  
  Pages 39-39
  
  PDF
2. Cognitive Processes Underlying TPCK: Mental Models, Cognitive Transformation, and Meta-conceptual Awareness
  
  Karsten Krauskopf, Carmen Zahn, Friedrich W. Hesse
  
  Pages 41-61
3. TPACKtivity: An Activity-Theory Lens for Examining TPACK Development
  
  Marjorie Terpstra
  
  Pages 63-88
4. Effect of a TPCK-SRL Model on Teachers’ Pedagogical Beliefs, Self-Efficacy, and Technology-Based Lesson Design
  
  Bracha Kramarski, Tova Michalsky
  
  Pages 89-112
The Development of TPCK in Teacher Development Contexts
1. Front Matter
  
  Pages 113-113
  
  PDF
2. Designing Effective Technology Preparation Opportunities for Preservice Teachers
  
  Chrystalla Mouza, Rachel Karchmer-Klein
  
  Pages 115-136
3. The Framework of TPACK-in-Practice: Designing Content-Centric Technology Professional Learning Contexts to Develop Teacher Knowledge of Technology-enhanced Teaching (TPACK)
  
  Kamini Jaipal-Jamani, Candace Figg
  
  Pages 137-163
4. Between the Notion and the Act: Veteran Teachers’ TPACK and Practice in 1:1 Settings
  
  Lisa G. Hervey
  
  Pages 165-189
TPCK in Subject-Specific Contexts
1. Front Matter
  
  Pages 191-191
  
  PDF
2. Theorizing Technological Pedagogical Content Knowledge to Support Networked Inquiry Learning in Science: Looking Back and Moving Forward
  
  Kathrin Otrel-Cass
  
  Pages 193-207
3. Design and Implementation of Educational Scenarios with the Integration of TDCK: A Case Study at a Department of Early Childhood Education
  
  Aggeliki Tzavara, Vassilis Komis
  
  Pages 209-224
4. Technological Pedagogical Content Knowledge as a Framework for Integrating Educational Technology in the Teaching of Computer Science
  
  Ioannis Ioannou, Charoula Angeli
  
  Pages 225-237
5. 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
  
  Helen Crompton
  
  Pages 239-250
The Assessment of TPCK
1. Front Matter
  
  Pages 251-251
  
  PDF
2. Exploring TPACK Model Practices: Designing, Facilitating, and Evaluating Effectiveness of Technology Experiences Among Pre-service Teachers
  
  Shannon Haley-Mize, John Bishop
  
  Pages 253-268
3. Making Tacit Knowledge and Practices More Explicit for the Development of TPACK
  
  Meng Yew Tee, Shuh Shing Lee
  
  Pages 269-283

About this book

Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers’ cognitive understanding of the interactions of technology with content, pedagogy and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop and assess TPCK.

Keywords

Assessing TPCK in educational technology
Complexity of teaching with technology
Developing TPCK in educational technology
Role of pedagogical knowledge in educational technology
Teacher Knowledge Base in educational technology
Technological pedagogical content knowledge
learning and instruction

Editors and Affiliations

University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

Charoula Angeli, Nicos Valanides

About the editors

Dr. Charoula Angeli is Associate Professor of Instructional Technology at the University of Cyprus. She has undergraduate and graduate studies at Indiana University-Bloomington, USA (BS in Computer Science, 1991, MS in Computer Science, 1993 and Ph.D. in Instructional Systems Technology, 1999). Her research interests include the utilization of educational technologies in K-12, the design of computer-enhanced curricula, joint cognitive systems, distributed cognition, technological pedagogical content knowledge, educational software design, teacher training, teaching methodology, online learning and the design of learning environments for the development of thinking skills. Dr. Nicos Valanides is an Associate Professor in the Department of Education at the University of Cyprus.

Bibliographic Information

Book Title: Technological Pedagogical Content Knowledge
Book Subtitle: Exploring, Developing, and Assessing TPCK
Editors: Charoula Angeli, Nicos Valanides
DOI: https://doi.org/10.1007/978-1-4899-8080-9
Publisher: Springer New York, NY
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media New York 2015
Hardcover ISBN: 978-1-4899-8079-3Published: 14 November 2014
Softcover ISBN: 978-1-4899-7835-6Published: 10 September 2016
eBook ISBN: 978-1-4899-8080-9Published: 13 November 2014
Edition Number: 1
Number of Pages: XVII, 331
Number of Illustrations: 23 b/w illustrations, 28 illustrations in colour
Topics: Digital Education and Educational Technology, Instructional Psychology, Assessment and Testing

Editors:

Sections

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Table of contents (16 chapters)

Front Matter

The Significance of TPCK

Front Matter

Theoretical Orientations Concerning the Nature of TPCK

Front Matter

The Development of TPCK in Teacher Development Contexts

Front Matter

TPCK in Subject-Specific Contexts

Front Matter

The Assessment of TPCK

Front Matter

About this book

Keywords

Editors and Affiliations

University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

About the editors

Bibliographic Information

Buying options