TeqSmart Tequipment on 2009-11-05
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This link has been bookmarked by 95 people . It was first bookmarked on 26 Oct 2007, by Cherice Montgomery.
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Nora Polanskydfafaf
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TeqSmart Tequipmentdfgyhujp;
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You are free to use and reproduce this version of the i
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Willy KjellstromTechnological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teach
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Mark Hinesfrom the class 2.0 and UBD webinar
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Matt BowerPACK survey developed through a collaboration between Iowa State and Michigan State, recently presented at SITE and (soon to be presented at) AERA is available here. Also note the survey developed by Archambault & Crippen (2009) has also been published.
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The TPACK approach goes beyond seeing these three knowledge bases in isoloation.
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Jeremy Brueck on 2009-06-20
This statement is an important theme that runs through Mishra's writing about TPACK. Finding good people who can effectively weave all 3 areas into model instruction is quite a task. I think that a team/collaborative approach is most appropriate for this form of instruction. I'd propose that building professional learning communities with that type of teacher diversity might be a good way for a building princiapl to move classroom instruction into 21st century practice.
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it emphasizes the new kinds of knowledge that lie at the intersections between them
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Jeremy Brueck on 2009-06-20
I can really see this TPACK model working in a school district/building that builds professional learning communities in their organizations. For example, on a building level, you would create job-embedded and on-going professional development opportunities for your TPACK PLC teams to explore/create/share as Mishra points out in one of his videos.
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Kerry Pattoneducation technology pedagogy
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Kyle MurleyAnnotated link http://www.diigo.com/bookmark/http%3A%2F%2Fwww.tpck.org%2Ftpck%2Findex.php%3Ftitle%3DMain_Page
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Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of
the essential qualities of knowledge required by teachers for
technology integration in their teaching, while addressing the complex,
multifaceted and situated nature of teacher knowledge. At the
heart of the TPACK framework, is the complex interplay of three primary forms of
knowledge: Content (CK), Pedagogy
(PK), and Technology (TK).
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Tammy Stephensgreat needs assessment shared by Jeff L. at AERA
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Barbara Signerundefined
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Rena ShiffletTechnological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teache
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k trampusTechnological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teache
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What is TPCK?
- 3 more annotations...
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Anne BubnicTechnological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPCK framework, is the complex interplay of three primary forms of knowledge: <B>Content (CK), Pedagogy (PK), and Technology (TK)</b>.
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Debra HicksTechnological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching
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Jim FarmerTechnological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge.
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Susan ListerTechnological Pedagogical Content Knowledge (TPCK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPCK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). See Figure above. As must be clear, the TPCK framework builds on Shulman's idea of Pedagogical Content Knowledge.
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