TY - JOUR
T1 - Tracing the development of teacher knowledge in a design seminar
T2 - Integrating content, pedagogy and technology
AU - Koehler, Matthew J.
AU - Mishra, Punya
AU - Yahya, Kurnia
N1 - Funding Information:
The work has been partially funded by a US Department of Education PT3 grant awarded to Michigan State University. The authors would like to thank all the participants (faculty and students alike) in the design seminar, particularly those in the Jackrabbits and Adams Family groups. We would also like to thank Sue Barratt, and Kathryn Hershey for their help in preparing the manuscript.
PY - 2007/11
Y1 - 2007/11
N2 - Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on Schulman's [Schulman, L. S. (1987). Knowledge and teaching: foundations for a new reform. Harvard Educational Review, 57(1), 1-22] concept of pedagogical content knowledge, we introduce a framework for conceptualizing Technological Pedagogical Content Knowledge-TPCK [Mishra, P., Koehler, M.J., (in press). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record]. We report the results of a semester-long investigation of the development of TPCK during a faculty development design seminar, whereby faculty members worked together with masters students to develop online courses. Quantitative discourse analysis of 15 weeks of field notes for two of the design teams show participants moved from considering technology, pedagogy and content as being independent constructs towards a richer conception that emphasized connections among the three knowledge bases. Our analyses suggests that developing TPCK is a multigenerational process, involving the development of deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function. Pedagogic, pragmatic, theoretical, and methodological contributions are discussed.
AB - Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on Schulman's [Schulman, L. S. (1987). Knowledge and teaching: foundations for a new reform. Harvard Educational Review, 57(1), 1-22] concept of pedagogical content knowledge, we introduce a framework for conceptualizing Technological Pedagogical Content Knowledge-TPCK [Mishra, P., Koehler, M.J., (in press). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record]. We report the results of a semester-long investigation of the development of TPCK during a faculty development design seminar, whereby faculty members worked together with masters students to develop online courses. Quantitative discourse analysis of 15 weeks of field notes for two of the design teams show participants moved from considering technology, pedagogy and content as being independent constructs towards a richer conception that emphasized connections among the three knowledge bases. Our analyses suggests that developing TPCK is a multigenerational process, involving the development of deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function. Pedagogic, pragmatic, theoretical, and methodological contributions are discussed.
KW - Cooperative/collaborative learning
KW - Earning communities
KW - Evaluation methodologies
KW - Pedagogical issues
KW - Teaching/learning strategies
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U2 - 10.1016/j.compedu.2005.11.012
DO - 10.1016/j.compedu.2005.11.012
M3 - Article
AN - SCOPUS:34248650963
SN - 0360-1315
VL - 49
SP - 740
EP - 762
JO - Computers and Education
JF - Computers and Education
IS - 3
ER -