The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy

By Joan E. Hughes. 2005

549 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e6c3243d71f0ad5683d1977ad0c256da14d23c42

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Citations in the corpus

An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers (2011, methodology): “Although the PCK model has been adapted to include a representation of technology in other ways (Hughes, 2005; Keating & Evans, 2001; Margerum-Leys & Marx, 2002; Niess, 2005 ), the TPACK framework provides a unique emphasis on the intersections and interaction among the three primary domains as…”
Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology (2007, background): “…others, that knowledge of technology cannot be treated as context-free, and that good teaching requires an understanding of how technology relates to the pedagogy and content (Hughes, 2005; Keating & Evans, 2001; Lundeberg, Bergland, Klyczek, & Hoﬀman, 2003; Margerum-Leys & Marx, 2002; Zhao, 2003).”
Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research (2010, background): “…replacement to some-thing they typically do in order to ﬁrst explore the feasibility of using them, before using virtual worlds as technology for transformation (Hughes, 2005), typically carried out by utilising the technology’s unique affordances, to provide innovative educational opportunities.”
Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study (2012, methodology): “Technology-supported pedagogy may be classified into three categories in which technology functions as: (a) replacement, (b) amplification, or (c) transformation (Hughes, 2005).”
Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2007, background): “According to Hughes (2005), teachers need to have a technology-supported-pedagogy knowledge and skills base, which they can draw upon when planning to integrate technology into their teaching.”
Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge (2009, background): “…concern on teaching technology integration in teacher education, it is important to understand a new framework of teacher knowledge: technological pedagogical content knowledge (TPCK) (Ferdig, 2006; Hughes, 2005; Keating & Evans, 2001; Koehler & Mishra, 2005; Mishra & Koehler, 2006; Niess, 2005).”
Learning, Teaching, and Scholarship in a Digital Age (2009, background): “…and teaching typically has replaced or amplified nondigital activities; however, the field strives toward more transformative roles (Dede, 2007; Hughes, 2005; Warschauer, 2007; Windschitl, 1998), such as providing cognitive tools that share the cognitive burden of accomplishing tasks…”
What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge (2005, result): “Our perspective is consistent with other approaches that have attempted to extend Shulman’s idea of Pedagogical Content Knowledge (PCK) to the domain of technology (for instance see Hughes, 2005; Keating & Evans, specific content.”
The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use (2016, background): “This movement contrasts with the more important focus on utilizing technology to emphasize ped-agogy and practices that support, and when possible, enhance and learning (Hennessey et al. 2005; Hughes 2005; Windschitl and Sahl 2002).”
Teacher Technology Change (2010, background): “One of the unintended consequences of this definition is that technology has yet to be integrated into the definition of good teaching (Fajet, Bello, Leftwich, Mesler, & Shaver, 2005).”
Teacher value beliefs associated with using technology: Addressing professional and student needs (2010, background): “One study of five English teachers showed these teachers attributed their integration to discovering subject-specific applications of technology (Hughes, 2005).”