Technology Integration Practice as a Function of Pedagogical Expertise

By Melissa E. Pierson. 2001

534 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/afefb22b53070ede9addf02b56c9acc17f63eeb6

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Citations in the corpus

A review of research on augmented reality in education: Advantages and applications (2015, background): “The integration of technology tools into the curriculum is becoming part of good teaching (Pierson, 2001).”
Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices (2006, background): “Pierson (2001) investigated teachers at various levels of technology expertise and teaching ability who used technology, and how their technology use related to general teaching practice.”
Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge (2009, background): “According to Pierson (2001), technology integration practices are related to individual teachers' levels of teaching expertise, their definition of technology integration, and pedagogical expertise.”
Investigating TPACK: Knowledge Growth in Teaching with Technology (2011, background): “…(1987) did when proposing PCK. Technological pedagogical content knowledge (TPCK) was proposed as the interconnection and intersection of content, pedagogy (teaching and student learning), and technology (Margerum-Leys & Marx, 2002; Mishra & Koehler, 2006; Niess, 2005; Pierson, 2001; Zhao, 2003).”
Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) (2010, background): “Pierson (2001) found that experienced teachers with high levels of PK only started to make the pedagogy-technology linkage if they attained a reasonable comfort level with using a technological tool.”
Teacher value beliefs associated with using technology: Addressing professional and student needs (2010, background): “In other studies, exemplary technology-using teachers have previously identified their commitment to student learning as one of the most critical factors for integrating technology (Coppola, 2004; Ertmer et al., 2006; Pierson, 2001; Sandholtz, Ringstaff, & Dwyer, 1997).”
Technological Pedagogical Content Knowledge (TPACK) (2009, background): “Pierson (1999) (2001), Keating and Evans (2001), and Zhao (2003) similarly describe the relationships between technology, content, and pedagogy.”
Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (2011, background): “Pierson (2001) found that teachers with both extensive teaching and technological expertisewere themost effective technology integrators.”
Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade (2019, background): “It is not that researchers and practitioners have not paid attention to context (see Rosenberg & Koehler, 2015)—only that this nuance was not integral to the current representation of TPACK, hence limiting its application.”
Teacher Technology Change (2010, background): “This additional knowledge has been conceptualized in a variety of ways including (technological pedagogical content knowledge, TPCK; AACTE, 2008; Pierson, 2001), pedagogical technology integration content knowledge (PTICK; Brantley-Dias, Kinuthia, Shoffner, DeCastro, & Rigole, 2007); and ICT-TPCK (a”