Abstract
In this chapter, the authors contend that in an era in which technology applications and usage have exploded; technology integration has not been fully realized. They begin the chapter by providing a brief description of a critical time period from the 1980s to 1990s, when computer technology use exploded in classrooms and educational settings. They explain that during this time, the quest for technology integration got side-tracked, taking the path toward technology skills professional development rather than a more essential route toward student learning. They then present some of the research from the 1990s that examined the impact of technology on learning, eventually serving as a catalyst for the development of the TPACK framework. Finally, they summarize their own work, in which pedagogical knowledge has emerged as the key factor in promoting technology integration that supports transformative learning and teaching practices, and conclude with recommendations for professional practice.
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Kushner Benson, S.N., Ward, C.L., Liang, X. (2015). The Essential Role of Pedagogical Knowledge in Technology Integration for Transformative Teaching and Learning. In: Angeli, C., Valanides, N. (eds) Technological Pedagogical Content Knowledge. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-8080-9_1
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