Skip to main content
SpringerLink
Log in

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

  • Chapter
  • First Online:
Technological Pedagogical Content Knowledge

Abstract

Studies worldwide indicate that while the question of whether or not to introduce the use of Information and Communications Technologies (ICT) in the educational process has received a positive response, a new and equally important question arises: How to prepare teachers in the best possible way, so that they can reconstruct, with the use of ICT, the educational process? In this context, several researchers, based on the theoretical framework of Pedagogical Content Knowledge (PCK) have created a new theoretical framework: the Technological Pedagogical Content Knowledge (TPCK). Given the conceptual constructs of the above-mentioned framework, this chapter aims to propose a new, enriched one: the Technological Didactical Content Knowledge (TDCK), which emerges from the need to take into account the teaching particularities of each subject area (mathematics, language, science, etc.). The purpose of the study is not to examine pedagogical principles, but to focus on individual teaching problems that arise within each subject area. The authors first describe the three main conceptual areas of the proposed model—Technology, Content, and Didactics, and their interrelations, and they then present a case study of students of an Early Childhood Education Department integrating the TDCK in the development of their educational scenarios.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Angeli, C., & Valanides, N. (2005). ICT-related pedagogical content knowledge: A model for teacher preparation. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3030–3037). Chesapeake, VA: AACE.

    Google Scholar 

  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154–168.

    Article  Google Scholar 

  • Bullough, R. V. (2001). Pedagogical content knowledge circa 1907 and 1987: A study in the history of an idea. Journal of Teaching and Teacher Education, 17, 655–666.

    Article  Google Scholar 

  • Chevallard, Y. (1991). La transposition didactique. Du savoir savant au savoir enseigné (2e éd. Revue et augmentée). Grenoble: La Pensée sauvage (1re éd., 1985).

    Google Scholar 

  • Cochran, K. F., Derutier, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263–272.

    Article  Google Scholar 

  • Duran, M. (2000). Preparing technology-proficient teachers. In D. A. Willis, J. D. Price, & J. Willis (Eds.), Proceedings of SITE (pp. 1343–1348). Charlottesville, VA: Association for the Advancement of Computing in Education.

    Google Scholar 

  • Geddis, A. N., Onslow, B., Beynon, C., & Oesch, J. (1993). Transforming content knowledge: Learning to teach about isotopes. Science Education, 77(6), 575–591.

    Article  Google Scholar 

  • Georgoutsou, M., Komis, V., & Tzavara, A. (2012). A study of how students from ECEDU of Patras design educational scenarios with ICT. In Proceedings of the Pan-Hellenic Conference with International Participation “ICT in Education” (pp. 281–288), Volos, September 28–30, 2012.

    Google Scholar 

  • Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. G. Nederman (Eds.), Examining pedagogical content knowledge (pp. 3–17). Dordrecht: Kluwer.

    Google Scholar 

  • Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.

    Google Scholar 

  • Guerrero, S. (2005). Teacher knowledge and a new domain of expertise: Pedagogical Technology Knowledge. Journal of Educational Computing Research, 33(3), 249–267.

    Article  Google Scholar 

  • Hammond, T. C., & Manfra, M. M. (2009). Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction. Contemporary Issues in Technology and Teacher Education, 9(2), 160–185.

    Google Scholar 

  • Jang, S. J., & Chen, K.-C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553–564.

    Article  Google Scholar 

  • Jimoyiannis, A. (2010). Designing and implementing an integrated Technological Pedagogical Science Knowledge framework for science teachers’ professional development. Computers & Education, 55(3), 1259–1269.

    Article  Google Scholar 

  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3–29). New York: Routledge.

    Google Scholar 

  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49, 740–762.

    Article  Google Scholar 

  • Komis, V. (2011). Training material for the early childhood teachers training centers. Patra: CTI Diofantos (in Greek).

    Google Scholar 

  • Komis, V., Tzavara, A., Karsenti, T., Collin, S., & Simard, S. (2013). Educational scenarios with ICT: An operational design and implementation framework. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 3244–3251). Chesapeake, VA: AACE.

    Google Scholar 

  • Lederman, N. G., Gess-Newsome, J., & Latz, M. S. (1994). The nature and development of preservice science teachers’ conceptions of subject matter and pedagogy. Journal of Research in Science Teaching, 31, 129–146.

    Article  Google Scholar 

  • Lee, M.-H., & Tsai, C.-C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. An International Journal of the Learning Sciences, 38(1), 1–21.

    Google Scholar 

  • Margerum-Leys, J., & Marx, R. W. (2003). Teacher knowledge of educational technology: A case study of student/mentor teacher pairs. In Y. Zhao (Ed.), What should teachers know about technology? Perspectives and practices (pp. 123–159). Greenwich, CO: Information Age Publishing.

    Google Scholar 

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

    Article  Google Scholar 

  • Mishra, P., & Koehler, M. J. (2007). Technological Pedagogical Content Knowledge (TPCK): Confronting the wicked problems of teaching with technology. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference, 2007 (pp. 2214–2226). Chesapeake, VA: AACE.

    Google Scholar 

  • Misirli, A., & Komis, V. (2015). Robotics and programming concepts in early childhood education: A conceptual framework for designing educational scenarios. In C. Karagiannidis, P. Politis, & I. Karasavvidis (Eds.), Research on e-learning and ICT in education technological, pedagogical and instructional perspectives. New York: Springer Science+Business Media. doi: 10.1007/978-1-4614-6501-0_8.

  • Moursund, D., & Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age? A national survey on Information Technology in Teacher Education. Santa Monica, CA: Milken Exchange on Education Technology.

    Google Scholar 

  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509–523.

    Article  Google Scholar 

  • Pierson, E. M. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Technology in Education, 33(4), 413–430.

    Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

    Article  Google Scholar 

  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.

    Google Scholar 

  • So, H.-J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101–116.

    Google Scholar 

  • Suharwoto, G., & Lee, K. (2005). Assembling the pieces together: What are the most influential components in mathematics preservice teachers’ development of TPCK? Paper presented at the Annual Meeting of the Society for Information Technology & Teacher Education (SITE), Phoenix, March 1–5, 2005.

    Google Scholar 

  • Tzavara, A., Komis, V., Georgoutsou, M., & Siampou, F. (2012). The use of Web 2.0 to conduct the course ‘Didactics of Informatics and ICT’. In Proceedings of the 6th Pan-Hellenic Conference “Didactics of Information” (pp. 391–399), Florina, April 20–22, 2012.

    Google Scholar 

  • Valanides, N., & Angeli, C. (2002). Challenges in achieving scientific and technological literacy: Research directions for the future. Science Education International, 13(1), 2–7.

    Google Scholar 

  • Van Driel, J. H., Veal, W. R., & Janssen, F. J. J. M. (2001). Pedagogical content knowledge: An integrative component within the knowledge base for teaching (an essay review). Teaching and Teacher Education, 17, 979–986.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Patras, Patras, Greece

    Aggeliki Tzavara & Vassilis Komis

Authors
  1. Aggeliki Tzavara
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Vassilis Komis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Aggeliki Tzavara .

Editor information

Editors and Affiliations

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

    Charoula Angeli

  2. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

    Nicos Valanides

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer Science+Business Media New York

About this chapter

Cite this chapter

Tzavara, A., Komis, V. (2015). Design and Implementation of Educational Scenarios with the Integration of TDCK: A Case Study at a Department of Early Childhood Education. In: Angeli, C., Valanides, N. (eds) Technological Pedagogical Content Knowledge. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-8080-9_10

Download citation

Publish with us

Policies and ethics

Search

Navigation