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Improving Science Education Through Developing Technological Pedagogical Content Knowledge in Teachers

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Contemporary Technologies in Education

Abstract

Despite the struggle to achieve expert teaching in science, particularly in K-8, we are now faced with a new challenge: moving from discussing pedagogical content knowledge (PCK) to talking about technological pedagogical content knowledge (TPACK). TPACK is the knowledge of how to use technology to improve pedagogy, to facilitate learning of content, and to build on student technological literacies as content. Therefore, TPACK subsumes PCK, adding an additional layer to an already complex classroom decision-making. The question is, then, how do teachers develop this knowledge when in many cases the underlying knowledge bases are already inadequate? This chapter discusses why it is important for teachers to incorporate technological tools into their practice, the issues with doing so, and recommendations for improving this situation.

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Notes

  1. 1.

    Please note that ‘learning styles’ was her term. These students were taught that the research does not support this concept.

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Authors and Affiliations

  1. University of Maryland, College Park, MD, USA

    Diane Jass Ketelhut

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  1. Diane Jass Ketelhut
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Editors and Affiliations

  1. College of Education, Washington State University, Pullman, WA, USA

    Olusola O. Adesope  & A. G. Rud  & 

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Ketelhut, D.J. (2019). Improving Science Education Through Developing Technological Pedagogical Content Knowledge in Teachers. In: Adesope, O.O., Rud, A.G. (eds) Contemporary Technologies in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-89680-9_2

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  • DOI: https://doi.org/10.1007/978-3-319-89680-9_2

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-89679-3

  • Online ISBN: 978-3-319-89680-9

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