Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development
Type: Full Paper Topic: Technological, Pedagogical And Content Knowledge (TPACK)
Wed, Mar. 4 11:15 AM-12:15 PM
Judi Harris, School of Education, College of William & Mary, United States
Mark Hofer, School of Education, College of William & Mary, United States
Teachers’ knowledge is situated, event-structured, and episodic. Technology, pedagogy and content knowledge (TPACK) – one form of highly practical professional educational knowledge – is comprised of teachers’ concurrent and interdependent curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ knowledge-in-action in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with the development of teachers’ TPACK, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon the combining of technologically supported learning activity types within and across content-keyed activity type taxonomies. In this chapter, we describe such a TPACK development method.