What is Technological Pedagogical Content Knowledge (TPACK)?
By Denise Schmidt, Evrim Baran, Ann D. Thompson, Punya Mishra, Matthew J. Koehler, T. S. Shin. 2009
3,751 citations recorded by the source corpus.
Subfields: Mechanical Engineering, Media Technology
View Paper: https://www.semanticscholar.org/paper/11b5e79c892420b2b9e7f8eb9db8d283885ba947
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In Mechanical Engineering
In Media Technology
Citations in the corpus
- Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development (2010, background): “…and in-service teacher professional development (Doering, Scharber, Miller, & Veletsianos, 2009; Doering, Veletsianos, Scharber, & Miller, 2009; Koehler & Mishra, 2009; Niess, 2005) and supporting teachers to integrate ICT in their classrooms (So & Kim, 2009; Voogt, Tilya, & van den Akker,…”
- A Common Measurement System for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking (2014, background): “(Graham et al., 2009; Niess, 2005; Schmidt et al., 2009).”
- Ready for Robotics: Bringing Together the T and E of STEM in Early Childhood Teacher Education. (2013, methodology): “…measure teacher’s knowledge in the different areas of TPcK (Technology, Pedagogies, and content Knowledge), the devTech research group designed a survey derived from the technical knowledge surveys and instruments currently used in the field (i.e. schmidt et al., 2009; sullivan & Moriarty, 2009).”
- Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences (2012, background): “Current research indicates developing and teaching online courses necessitates adaptations in teaching practices (Desai et al., 2009; Fetherston, 2001; Koehler & Mishra, 2009).”
- Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world (2023, methodology): “The TPACK framework has been adopted in research of teachers’ technology integration and offers a nuanced perspective on teachers’ digital competencies via multiple types of knowledge (Koehler et al., 2013; Scherer et al., 2023).”
- Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education (2019, background): “TPACK is different from knowledge of all three concepts individually.”
- Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure (2017, background): “Other noteworthy traits include teachers' commitment and skill (Ertmer, Ottenbreit-Leftwich, & York, 2007; Fraizer & Bailey, 2004; Koehler & Mishra, 2009), their attitude towards ICT (Anderson & Maninger, 2007; Bas, Kubiatko, & Murat, 2016), their attention to special education and health…”
- Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education (2011, methodology): “In many ways, this study by Graham, Burgoyne, and Borup (2010) is sim ilar in purpose to the discourse analysis discussed by Koehler, Mishra, and Yahya (2007), in that it focused on the changes in :hinking about TPACK over time as students are engaged in design-based activities.”
- Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands (2020, background): “A third factor that has shown to hamper professionalisation is limited time to become familiar with technology (Almekhlafi and Almeqdadi 2010; Ungar and Baruch 2016), as well as a lack of knowledge and skills to support learning with use of ICT (Koehler, Mishra, and Cain 2013).”