Handbook of technological pedagogical content knowledge (TPCK) for educators
By Martin Oliver. 2011
849 citations recorded by the source corpus.
Subfields: General Agricultural and Biological Sciences, Mechanical Engineering, Media Technology
View Paper: https://www.semanticscholar.org/paper/71d57dc728f959fc353e5dbcc07e21b13f4c4907
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In General Agricultural and Biological Sciences
- Punya Mishra
- Matthew J. Koehler
- Simon Lygo-Baker
- Joyce Malyn-Smith
- Joke Voogt
- Mary E. Webb
- Margaret L. Niess
- Bart Rienties
In Mechanical Engineering
- Punya Mishra
- Matthew J. Koehler
- Simon Lygo-Baker
- Joyce Malyn-Smith
- Joke Voogt
- Mary E. Webb
- Margaret L. Niess
- Bart Rienties
In Media Technology
- Matthew J. Koehler
- Joshua M. Rosenberg
- Margaret L. Niess
- Joke Voogt
- Punya Mishra
- Simon Lygo-Baker
- Joyce Malyn-Smith
- Mary E. Webb
Citations in the corpus
- The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology (2013, background): “In 2008 this was further improved to its current format (Koehler & Mishra, 2008), in which seven components are defined: (1) technological knowledge (TK), (2) content knowledge (CK), (3) pedagogical knowledge (PK), (4) pedagogical content knowledge (PCK), (5) technological content knowledge (TCK),…”
- Challenges to learning and schooling in the digital networked world of the 21st century (2013, background): “The international Second Information Technology in Education Study (SITES), conducted between 1998 and 2006 by IEA, revealed that, across educational systems on average, the perceived presence of 21st century learning in schools had increased, when findings from 1998 are compared with findings from ”
- A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge (2016, methodology): “From this perspective, the introduction of Technology Knowledge in the existing framework of PCK successfully expanded PCK to TPCK - that is, Technological Pedagogical Content Knowledge (Angeli & Valanides, 2005; Angeli & Valanides, 2009; Koehler & Mishra, 2008; Niess, 2005).”
- What Is Technological Pedagogical Content Knowledge (2009, background): “The conception of TPACK described here has developed over time and through a series of publications, with the most complete descriptions of the framework found in Mishra and Koehler (2006) and Koehler and Mishra (2008).”
- Investigating TPACK: Knowledge Growth in Teaching with Technology (2011, background): “Koehler and Mishra (2008) revised the representation in their chapter in the Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators .”
- Technological Pedagogical Content Knowledge (TPACK) in Action (2011, neutral): “It has been characterized as the multiple intersections of teachers’ knowledge of curriculum content, general pedagogies, technologies, and contextual influences upon learning (Koehler & Mishra, 2008) and is only recently starting to be explored in depth in terms of teachers’ professional learning.”
- The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use (2016, methodology): “Digital technologies, such as computers, mobile devices, and their software and applications are protean , unstable , and opaque (Koehler and Mishra 2008).”
- Technological Pedagogical Content Knowledge (TPACK) (2009, neutral): “TPACK is a framework that introduces the relationships and the complexities between all three basic components of knowledge (technology, pedagogy, and content) (Koehler & Mishra, 2008; Mishra & Koehler, 2006).”