New article on TPACK


Here is the second article from my dissertation on TPACK:

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Abstract: The issue of what teachers need to know about technology for effective teaching has been the centre of intense debate in the recent past. Technological Pedagogical Content Knowledge (TPACK) has been proposed as a conceptual framework to describe the knowledge base teachers need for effective technology integration. The present study aimed to investigate whether and/or how Turkish pre-service teachers of English reflected their TPACK, as developed in a design study integrating coursework and field experiences, on their lesson plans and implementation. Analysis of the data coming from the lesson plans and classroom observations of three cases revealed that pre-service teachers considered the relationship among content, pedagogy and technology while planning and implementing their lessons.

For the full paper, please click here.

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TPACK and Professor Punya Mishra


What’s TPACK?

The framework of TPACK refers to the Technological Pedagogical Content Knowledge.  The framework was introduced by Mishra and Koehler and has been developed/discussed over time through a series of publications (e.g., Koehler, Mishra, Hershey, & Peruski, 2004; Koehler & Mishra, 2005; Mishra & Koehler, 2006; Koehler, Mishra, & Yahya, 2007). TPACK describes “how teachers’ understanding of technologies and pedagogical content interact with one another to produce effective teaching with technology” (Koehler & Mishra, 2008, p. 12). Here is its diagram (from tpack.org):

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