TPACK: A Framework for the CITE Journal
TPACK: A Framework for the CITE Journal
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TPACK：CITE 期刊的框架
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Lynn Bell
中科院分区：
文献类型：
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作者：
G. Bull;Lynn Bell
1986年，李·舒尔曼提出，教学实践的关键方面与特定的内容领域有着独特的联系，并创造了“教学内容知识”一词。近年来，“技术教学内容知识”（现称为技术、教学法和内容知识，或TPACK）概念的扩展认识到内容和教学法在教育技术使用中的核心作用-这是以前许多讨论中所缺少的作用。尽管有些技术确实可以促进学生的学习，但内容和教学方法是取得成功的关键因素。如果每个学科所需的教学内容知识不同，那么每个学科最好使用技术的方式也可能不同。在这个概念被阐述的同一时期（见Mishra & Koehler，2005，历史概述），几个教师教育者内容协会和教育技术协会形成了一个合作组织。与会代表有一个共同的信念，即应在内容教学中引入技术，教师应利用技术的独特功能，以其他方式教授内容。这个联盟后来发展成为国家技术领导联盟（NTLC），其基础是后来纳入TPACK框架的想法。
In 1986 Lee Shulman proposed that crucial aspects of pedagogical practice are uniquely connected to specific content areas and coined the term “pedagogical content knowledge.” Extension of the concept to “technological pedagogical content knowledge” (now referred to as technology, pedagogy, and content knowledge, or TPACK) in recent years recognizes the central role of content and pedagogy in uses of educational technology – a role previously missing in many discussions. Even though some technologies may indeed facilitate student learning, content and pedagogy are crucial ingredients in this success. If the pedagogical content knowledge required for each discipline differs, it follows that the ways in which technology might best be used for each discipline may also differ. During the same era in which this concept was being articulated (see Mishra & Koehler, 2005, for an overview of the history), several teacher educator content associations and educational technology associations formed a collaborative organization. The participating representatives possessed a common belief that technology should be introduced in the context of content instruction and that teachers should take advantage of the unique features of technology to teach content in ways they otherwise could not. This consortium, which subsequently evolved into the National Technology Leadership Coalition (NTLC), was grounded in the ideas that were later incorporated in the TPACK framework.