Contextual Understandings in the TPACK Framework
| Autor: | Meredith J. C. Swallow, Mark W. Olofson |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
060201 languages & linguistics
Semi-structured interview Conceptualization Context effect Teaching method 05 social sciences Educational technology 050301 education Context (language use) 06 humanities and the arts Computer Science Applications Education 0602 languages and literature Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Technology integration Psychology 0503 education Qualitative research |
| Zdroj: | Journal of Research on Technology in Education. 49:228-244 |
| ISSN: | 1945-0818 1539-1523 |
| DOI: | 10.1080/15391523.2017.1347537 |
| Popis: | The technological, pedagogical, and content knowledge (TPACK) framework considers the role of technology in teaching. Although TPACK is grounded in context, one limitation is the lack of understanding about the interactions between particular contexts, knowledge development, and instruction. This qualitative multiple-case study was designed to explore the contextual factors that contribute to teachers' development of technological, pedagogical, and content knowledge and practice. Researchers focused on the Catholic educational environment to develop a more refined understanding of specific, and unique, contextual factors within the TPACK framework. Individual case analysis of interview and observation data pointed toward microlevel, or teacher-centric, factors, including background, attitudes, and personal conceptualization of contemporary education, to be primary influences of the development and use of technological knowledge. Recommendations are made for educators to think about how changes in ... |
| Databáze: | OpenAIRE |
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