| Autor: |
HARRIS, JUDITH B., HOFER, MARK J., SCHMIDT, DENISE A., BLANCHARD, MARGARET R., YOUNG, CARL Y., GRANDGENETT, NEAL F., VAN OLPHEN, MARCELA |
| Předmět: |
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| Zdroj: |
Journal of Technology & Teacher Education; 2010, Vol. 18 Issue 4, p573-605, 33p |
| Abstrakt: |
Technological pedagogical content knowledge (TPCK or TPACK) - the highly practical professional educational knowledge that enables and supports technology integration - is comprised of teachers' concurrent and interdependent curriculum content, general pedagogy, and technological Understanding. Teachers' planning - which expresses teachers' professional knowledge (including TPACK) in pragmatic ways - is situated, contextually sensitive, routinized, and activity-based. To assist with technology integration, therefore, we suggest using what is understood from research about teachers' knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon teachers combining technologically supported learning activity types selected from content-keyed activity type taxonomies. In this article, we describe this approach to curriculum-based technology integration, illustrating it with overviews of and examples from six curriculum-based learning activity types taxonomies that have been developed to date. We invite our readers to vet and use these materials, which are available on the Activity Types Wild (http://activitytypes.wmwikis.net/). [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
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