Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development

Autor/inn/en	Doering, Aaron; Veletsianos, George; Scharber, Cassandra; Miller, Charles
Titel	Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development
Quelle	In: Journal of Educational Computing Research, 41 (2009) 3, S.319-346 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Educational Environment; Professional Development; Inquiry; Social Studies; Pedagogical Content Knowledge; Metacognition; Inservice Teacher Education; Geography Instruction; Middle School Teachers; Secondary School Teachers; Teacher Attitudes; Thinking Skills; Educational Technology; Curriculum Implementation; Workshops; Program Effectiveness; Instructional Design; Integrated Learning Systems; Web Based Instruction; Electronic Learning; Online Courses + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gemeinschaftskunde; Pädagogische Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerfortbildung; Geography education; Geography lessons; Geografieunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Denkfähigkeit; Unterrichtsmedien; Lernwerkstatt; Schulung; Lesson concept; Lessonplan; Unterrichtsentwurf; Web Based Training; Online course; Online-Kurs
Abstract	In this article we sought to understand how social studies teachers' metacognitive awareness of their technological, pedagogical, and content knowledge (TPACK) changed after their participation in a program that consisted of: (a) professional development for the use of an online learning environment; and (b) using an online learning environment in their classrooms. Inservice teachers who went through the TPACK-based program experienced considerable movement within the TPACK diagrammatic knowledge domains and expressed positive and encouraging comments regarding their knowledge domains portrayed within the TPACK framework. Quantitative and qualitative results are shared along with implications of designing professional development, online learning environments using TPACK, and advancing the TPACK framework itself. (Contains 3 figures and 2 tables.) (As Provided).
Anmerkungen	Baywood Publishing Company, Inc. 26 Austin Avenue, P.O. Box 337, Amityville, NY 11701. Tel: 800-638-7819; Tel: 631-691-1270; Fax: 631-691-1770; e-mail: info@baywood.com; Web site: http://baywood.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10