Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology

By Matthew J. Koehler, Punya Mishra, Kurnia Yahya. Comput. Educ., 2007

967 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b00461644981063178ee0e723c494299d3d14058

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers (2011, background): “However, Koehler, Mishra, and Yahya (2007) argue that ‘ technology cannot be treated as a knowledge base unrelated and separate from knowledge about teaching tasks and contexts – it is not only about what technology can do, but also, and perhaps more importantly, what technology can do for them as…”
Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (2011, methodology): “Koh et al. (2010) suggested that careful consideration of the pedagogical approaches adopted may yield better results in terms of factor analyses, which this study has taken into consideration in the design of survey items. Theoretical studies of TPACK have reported difficulties with exemplifying ea”
Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey (2010, methodology): “Technological pedagogical content knowledge or TPCK was used to describe teachers’ body of knowl- edge in terms of how they made ‘intelligent pedagogical uses of technology’ (Koehler et al. 2007, p. 741).”
Workshops as a Research Methodology (2017, neutral): “…as a format (e.g. Cornwall and Jewkes, 1995; Phaal, Farrukh, and Probert, 2007; Mor, Warburton, and Winters, 2012; Wiek, et al., 2014), while the other investigates participants’ domain-specific outcomes (e.g. Putnam and Borko, 2000; Koehler, Mishra, and Yahya, 2007; Jaipal and Figg, 2010).”
Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development (2010, background): “…researchers, and teacher educators to move beyond oversimpli ﬁ ed approaches that treat technology as an “ add-on ” instead to focus upon the connections among technology, content, and pedagogy as they play out in classroom contexts (Koehler & Mishra, 2009; Koehler, Mishra, & Yahya, 2007).”
Teacher involvement in curriculum design: need for support to enhance teachers’ design expertise (2014, background): “Furthermore, teacher designers are expected to determine whether the use of ICT is beneficial for offering the subject matter and to select and integrate appropriate ICT-based materials in the lesson series they are designing (e.g. Angeli and Valanides 2009, Koehler et al. 2007).”
The Technological Pedagogical Content Knowledge Framework (2014, background): “…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 PCK, TPK, TCK, and TPACK (Koehler, Mishra, & Yahya, 2007 ) .”
Technological Pedagogical Content Knowledge (TPACK) (2009, methodology): “Koehler, Mishra, and Yahya (2007) also have used an approach based on discourse analysis to track the development of TPACK.”
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.”
Teacher value beliefs associated with using technology: Addressing professional and student needs (2010, background): “This may be due, in part, to teachers customizing their answers to align with expected responses (Ertmer et al., 2001; Ertmer, Ottenbreit-Leftwich, & York, 2006; Kopcha & Sullivan, 2007).”
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK) (2009, background): “Specifically, their approach considers all possible interactions between any two constructs, namely, Pedagogical content knowledge, Technological content knowledge, and Technological pedagogical knowledge. While Koehler et al. (2007) do emphasize that students need to be engaged in rich design activ”
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).”
A Review of Technological Pedagogical Content Knowledge (2013, background): “Similar recognition and utilization of community’s resources is also an implicit feature of a number of intervention studies (e.g. Chai et al., 2011a; Mishra & Koehler, 2006; Koehler et al., 2007).”