Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed
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DOI：
10.1080/15391523.2009.10782536
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发表时间：
2009-01-01
影响因子：
5.1
通讯作者：
Koehler, Matthew
中科院分区：
文献类型：
--
作者：
Harris, Judith;Mishra, Punya;Koehler, Matthew
在本文中，我们批判性地分析了现有的方法，以技术整合在教学中，认为目前的许多方法是以技术为中心的，往往忽略了充分考虑内容，技术教学法和上下文之间的动态和复杂的关系。我们建议使用技术教学法和内容知识（TPACK）框架作为思考有效技术整合的一种方式，认识到技术，教学法，内容和背景是教师知识的相互依存的方面，这是利用教育技术有效教授基于内容的课程所必需的。我们提供基于TPACK的类型，“植根于以前的研究内容特定的活动结构，作为现有的专业发展方法的替代方案，并解释这种新的思维方式如何真正和成功地帮助教师和教师教育工作者的技术整合工作。
In this paper we critically analyze extant approaches to technology integration in teachaing, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology pedagogy, and context. We recommend using the technology pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedagogy, content and context as interdependent aspects of teachers' knowlng edge necessary to teach content-based curricula effectively with educational technologies. We offer TPACK-based types, "rooted in previous research about content-specific activity structures, as an alternative to existing professional development approaches and explain how this new way of thinking may authentically and successfully assist teachers' and teacher educators' technology integration efforts.