Teachers Learning Technology by Design

By Matthew J. Koehler, Punya Mishra. 2005

464 citations recorded by the source corpus.

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Citations in the corpus

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).”
Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure (2017, result): “This outcome agrees with the results of other studies (Ertmer, 2005; Koehler & Mishra, 2005; Mama & Hennessy, 2013; Petko, 2012; Prestridge, 2012; Tondeur et al., 2008).”
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).”
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).”
Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey (2010, methodology): “Attempts have also been made to assess teachers’ TPACK development (e.g. Koehler & Mishra 2005).”
What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge (2005, unknown): “These ideas have been covered in greater depth elsewhere (Koehler & Mishra, 2005; Koehler, Mishra, Hershey, & Peruski, 2004; Koehler, Mishra, & Yahya, 2004; Koehler, Mishra, Yahya, & Yadav, 2004; Mishra & Koehler, 2003, in press a, in press b, in press c).”
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).”
Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) (2010, background): “Many qualitative studies have also shown TPACK to be developed through design projects (e.g. Angeli & Valanides, 2009; Koehler & Mishra, 2005), microteaching activities (e.g. Cavin, 2008), and participation in communities of practice (e.g. Rodrigues, Marks, & Steel, 2003).”
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…”
Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (2011, background): “Efforts to construct surveys for this purpose began with Koehler and Mishra (2005a). They constructed a 14 items survey to chart 12 graduate students’ developmental trajectories as these teachers were engaged in designing ICT integrated lesson. Koehler and Mishra (2005b) reported another study invol”