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Technological Pedagogical Content Knowledge

Exploring, Developing, and Assessing TPCK

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  • © 2015

Overview

Editors:
  1. Charoula Angeli

    1. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

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  2. Nicos Valanides

    1. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

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  • Introduces TPCK as a conceptual framework for grounding research in educational technology

  • Serves as an important resource for researchers in educational technology

  • Reflects a new direction in understanding complex interactions among content, pedagogy, learning and technology

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Table of contents (16 chapters)

  1. Front Matter

    Pages i-xvii
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  3. Theoretical Orientations Concerning the Nature of TPCK

    1. Front Matter

      Pages 39-39
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    2. Cognitive Processes Underlying TPCK: Mental Models, Cognitive Transformation, and Meta-conceptual Awareness

      • Karsten Krauskopf, Carmen Zahn, Friedrich W. Hesse
      Pages 41-61

    3. TPACKtivity: An Activity-Theory Lens for Examining TPACK Development

      • Marjorie Terpstra
      Pages 63-88

    4. Effect of a TPCK-SRL Model on Teachers’ Pedagogical Beliefs, Self-Efficacy, and Technology-Based Lesson Design

      • Bracha Kramarski, Tova Michalsky
      Pages 89-112

  5. TPCK in Subject-Specific Contexts

    1. Front Matter

      Pages 191-191
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    2. Theorizing Technological Pedagogical Content Knowledge to Support Networked Inquiry Learning in Science: Looking Back and Moving Forward

      • Kathrin Otrel-Cass
      Pages 193-207

    3. Design and Implementation of Educational Scenarios with the Integration of TDCK: A Case Study at a Department of Early Childhood Education

      • Aggeliki Tzavara, Vassilis Komis
      Pages 209-224

    4. Technological Pedagogical Content Knowledge as a Framework for Integrating Educational Technology in the Teaching of Computer Science

      • Ioannis Ioannou, Charoula Angeli
      Pages 225-237

    5. Pre-service Teachers’ Developing Technological Pedagogical Content Knowledge (TPACK) and Beliefs on the Use of Technology in the K-12 Mathematics Classroom: A Review of the Literature

      • Helen Crompton
      Pages 239-250
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Keywords

About this book

Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding the complex interactions among content, pedagogy, learners and technology that can result in successful integration of multiple technologies in teaching and learning. The purpose of this edited volume is to introduce TPCK as a conceptual framework for grounding research in the area of teachers’ cognitive understanding of the interactions of technology with content, pedagogy and learner conceptions. Accordingly, the contributions will constitute systematic research efforts that use TPCK to develop lines of educational technology research exemplifying current theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop and assess TPCK.

Editors and Affiliations

  • University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

    Charoula Angeli, Nicos Valanides

About the editors

Dr. Charoula Angeli is Associate Professor of Instructional Technology at the University of Cyprus. She has undergraduate and graduate studies at Indiana University-Bloomington, USA (BS in Computer Science, 1991, MS in Computer Science, 1993 and Ph.D. in Instructional Systems Technology, 1999). Her research interests include the utilization of educational technologies in K-12, the design of computer-enhanced curricula, joint cognitive systems, distributed cognition, technological pedagogical content knowledge, educational software design, teacher training, teaching methodology, online learning and the design of learning environments for the development of thinking skills. Dr. Nicos Valanides is an Associate Professor in the Department of Education at the University of Cyprus.

Bibliographic Information

  • Book Title: Technological Pedagogical Content Knowledge

  • Book Subtitle: Exploring, Developing, and Assessing TPCK

  • Editors: Charoula Angeli, Nicos Valanides

  • DOI: https://doi.org/10.1007/978-1-4899-8080-9

  • Publisher: Springer New York, NY

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: Springer Science+Business Media New York 2015

  • Hardcover ISBN: 978-1-4899-8079-3Published: 14 November 2014

  • Softcover ISBN: 978-1-4899-7835-6Published: 10 September 2016

  • eBook ISBN: 978-1-4899-8080-9Published: 13 November 2014

  • Edition Number: 1

  • Number of Pages: XVII, 331

  • Number of Illustrations: 23 b/w illustrations, 28 illustrations in colour

  • Topics: Educational Technology, Learning & Instruction, Assessment, Testing and Evaluation

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