This week’s EDU800 readings revolved around the Technological Pedagogical Content Knowledge developed by Punya Mishra and Matthew J. Koehler (2005). Their framework most famously known as TPACK was built to understand and describe the kinds of knowledge that teachers need to employ for effective pedagogical practice in a technology enhanced or mediated learning environment. The TPACK framework examines the relationships between pedagogy, content and technology. The articles listed below provide a point of view about the TPACK contextual factors through the lens of specific grade levels, departments or programs:
- Blackwell, C., Lauricella, A., Wartella, E. (2016). The influence of TPACK contextual factors on early childhood educators’ tablet computer use. Computers & Education, 98, 57-69.
- Jang, S., Tasi, M. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 29(4), 566-580.
- Olofson, M., Swallow, M., Neumann, M. (2016). TPACKing: A constructivist framing of TPACK to analyze teachers’ construction of knowledge. Computers & Education, 95, 188-201.
- Smith, S. (2013/2014). Through the teacher’s eyes: Unpacking the TPACK of digital fabrication integration in middle school language arts. Journal of Research on Technology in Education, 46(2), 207-227.
- Wetzel, K., Marshall, S. (2011-12). TPACK goes to sixth grade: Lessons from a middle school teacher in a high-technology-access classroom. International Society for Technology in Education, 28(2), 73-81.