Examining Teachers’ Development of Technological Pedagogical Content Knowledge for Using a Three-Dimensional Interactive Computer Simulation to Support Science Learning

• In Event: Roundtable Session 86
  In Roundtable Session: Technological Applications in Science Learning and Instruction

Abstract

Teachers need specific knowledge in order to meaningfully integrate technology into instruction in the content areas that they teach. This study applied the technological pedagogical content knowledge (TPCK) framework to examine components that influenced teachers’ decisions about using a three-dimensional interactive computer simulation to support science learning. Two approaches were compared for their effectiveness in preparing teachers to take into account the pedagogical uses of technology as well as the knowledge of students to inform the designing of tasks for science learning. The study found that providing teachers with explicit guidance on the principles of supporting science learning with technology allowed them to design tasks that were more specific for helping students to achieve the goals of understanding science.

Author

• Yen-Ling Lee, University of Washington