Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge

By Charoula Angeli, Nicos Valanides. Journal of Computer Assisted Learning, 2005

355 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/09804eb2779fc254eaa80e7dde27be5881173922

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In Developmental and Educational Psychology

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Citations in the corpus

Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge (2009, background): “Similarly, Angeli and Valanides (2005) argued that the development of TPCK should be understood under broad contexts of school environments, individual teachers' previous experiences, and epistemological beliefs about teaching and learning.”
Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (2011, methodology): “Building on Shulman’s (1986) pedagogical content knowledge (PCK) framework, one framework that has gainedmuch attention recently is the Technological Pedagogical Content Knowledge (TPACK) framework (Angeli & Valanides, 2005; Mishra & Koehler, 2006).”
Technological Pedagogical Content Knowledge (TPACK) (2009, background): “…under different labeling schemes, including integration literacy (Gunter & Bumbach, 2004); information and communication (ICT)-related PCK (e.g., Angeli & Valanides, 2005); Technological Content Knowledge (Slough & Connell, 2006); and electronic PCK or e-PCK (e.g., Franklin, 2004; Irving, 2006).”
The Technological Pedagogical Content Knowledge Framework (2014, methodology): “Similar frameworks have been developed both independently and directly out of the TPACK framework, most based upon Shulman’s ( 1986 ) (Angeli & Valanides, 2005 ; Franklin, 2004 ; Lee & Tsai, 2010 ; Margerum-Lays & Marx, 2003 ; Rhonton & Shane, 2006 ; Slough & Connell, 2006 ) .”
A Review of Technological Pedagogical Content Knowledge (2013, background): “Angeli and Valanides (2005) reported three cycles of intervention employing different pedagogical approaches (case-based learning and an instructional design model based on ICT-related PCK); to enhance teachers TPACK.”
Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) (2010, background): “This integrated form of contextualized knowledge has been recently referred to as the TPACK (Mishra & Khoeler, 2006; Thompson & Mishra, 2007) or other similar notion such as ICT related TPACK (Angeli & Valanides, 2005; 2009).”
Technological pedagogical content knowledge - a review of the literature (2013, methodology): “Angeli and Valanides (2009) used a design-task (an ICT-enhanced lesson). To determine student-teachers’ ICT-TPCK, the design task is scored on five criteria (identification of suitable topics, appropriate representations to transform content, identification of teaching strategies difficult to implem”
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK) (2009, background): “However, after such training, sophomores and juniors outperformed freshmen in designing learning activities with computers (Angeli & Valanides, 2005; Angeli, 2005; Valanides & Angeli, 2006, 2008a).”