What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge

By Matthew J. Koehler, Punya Mishra. 2005

1,342 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/9cbb222b7fcbb1583aa4c264d6fc329ecba953dc

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In Developmental and Educational Psychology

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Citations in the corpus

A Review of Technological Pedagogical Content Knowledge (2013, methodology): “In 2005, several seminal articles appear concurrently (see Angeli & Valanides, 2005; Koehler & Mishra, 2005a; Niess, 2005).”
Design thinking and the practicing teacher: addressing problems of practice in teacher education (2018, background): “Koehler and Mishra (2005) note that teachers must have learning experiences that place them overtly in the role of designer.”
An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers (2011, background): “In other study results, the researcher observed positive changes in all TPACK and self-efficacy subscale measures be tween the pretest and posttest measure ments At the beginning of the study the perceived knowledge in the TPCK domain was found to be a significant predictor of self-efficacy beliefs ”
Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education (2011, positive): “The foundation ofTPACK, in its current form, was developed through a series of design experiments (Koehler & Mishra, 2005; Koehler, Mishra, Hershey·, & Peruski, 2004; Koehler, Mishra, & Yahya, 2007; Mishra & Koehler, 2005, 2007; 11ishra, Peruski, & Koehler, 2007) and describes the intersections…”
Introducing Technological Pedagogical Content Knowledge (2007, result): “We offer an overview of the framework below, though more detailed descriptions may be found in other published work (Koehler & Mishra, 2008, Koehler & Mishra, 2005a, 2005b; Mishra & Koehler, 2006).”
Examining TPACK Among K-12 Online Distance Educators in the United States (2009, methodology): “According to Koehler and Mishra (2005) , “We view technology as a knowledge system that comes with its own biases, and affordances that make some technologies more applicable in some situations than others” (p. 132).”
The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology (2013, background): “Mishra and Koehler (2006) designed the technological pedagogical content knowledge (TPACK) model with the aim of providing teachers with a conceptual model to effectively design and implement technology-enhanced learning.”
Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review (2015, background): “Mishra and Koehler (2006) identified subject matter, grade level, student background, and the types of available technologies as the factors that make TPACK what they earlier referred to as a “context bound” (p. 1032) and situated form of knowledge (Koehler & Mishra, 2005).”
Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge (2009, background): “It appears that researchers and teacher educators have employed authentic, design based learning where student teachers are engaged in solving authentic problems through design processes (Angeli & Valanides, 2005; Kearney, 2006; Koehler & Mishra, 2005; Koehler, Mishra, & Yahya, 2007).”
Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology (2007, methodology): “In our case this meant developing rubrics and protocols for the coding based on our prior theoretical description of TPCK, and our previous research (Koeh-ler et al., 2004; Koehler & Mishra, 2005b).”
Technological pedagogical content knowledge - a review of the literature (2013, background): “Two studies (Koehler & Mishra 2005, Koehler et al. 2007) applied 'Learning technology by design' to develop TPACK in teacher education faculty and master students, who collaboratively transformed a face-to-face course into an online course.”
The Technological Pedagogical Content Knowledge Framework (2014, methodology): “…the learning by design approach found that participants on design teams signi ﬁ cantly developed knowledge in each of the seven components of TPACK (Koehler & Mishra, 2005b ) , and that design team conversations increasingly demonstrated higher forms of integrated understanding, in the form of…”
Revisiting technological pedagogical content knowledge: Exploring the TPACK framework (2010, background): “…among content knowledge (subject-matter that is to be taught), technological knowledge (computers, the Internet, digital video, etc.), and pedagogical knowledge (practices, processes, strategies, procedures and methods of teaching and learning) to improve student learning (Koehler & Mishra, 2005).”
Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers (2011, background): “Online teachers need to go beyond mere competence in the online technologies, and engage in pedagogical inquiry in which they consider the complex relationships between technologies, pedagogies, and the content in their online teaching context (Koehler & Mishra, 2005).”
Technological Pedagogical Content Knowledge (TPACK) (2009, methodology): “The present study proceeds in the same vein as the Koehler and Mishra (2005) study and the Archambault and Crippen (2009) study in that its purpose is to develop a fast, reliable, teacher-rated survey that measures teachers' understanding of each component of the TPACK framework.”