Technological, Pedagogical, and Content Knowledge (TPACK) Development in Teacher Candidates as They Design and Deliver Technology Professional Learning Workshops

• In Event: Pedagogical Approaches to Preservice Teacher Preparation on the Use of Technology

Abstract

The Framework of TPACK-in-Practice, a framework of identified characteristics and actions demonstrated by teachers in practice when they effectively teach with technology, emerged from findings of longitudinal studies of elementary pre-service/in-service teachers as they taught with technology. This Framework highlights the TPACK knowledge that teachers use in practice associated with knowledge intersections where technological knowledge (TK) overlaps with pedagogical content knowledge (PCK), content knowledge (CK), and pedagogical knowledge (PK) – namely TPCK, TCK, and TPK (Mishra & Koehler, 2006). Further findings indicated teacher knowledge of technology-enhanced teaching can be developed from the explicit teaching of these specific characteristics and actions. An example of the Framework’s usefulness in designing technology professional learning for a variety of professional learning contexts will be discussed.

Authors

• Kamini Jaipal-Jamani, Brock University

• Candace Figg, Brock University