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The Impact of ICT on Pedagogical Practices in an Interdisciplinary Approach

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New Media, Knowledge Practices and Multiliteracies

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Abstract

Technological, pedagogical and content knowledge (TPACK) is a growing area of research that describes the knowledge base required by teachers to proficiently use educational technologies. However, few studies have focused on TPACK in an interdisciplinary approach. This paper reviews the literature related to interdisciplinary approaches in school contexts and outlines the differing views of TPACK. A conceptual framework using ICT-PCK based on Angeli and Valanides (2009) conceptualisation of ICT-TPCK as a distinct body of knowledge is proposed.

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Author information

Authors and Affiliations

  1. Faculty of Education, The University of Hong Kong, Hong Kong, China

    Kathryn Reed

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  1. Kathryn Reed
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Correspondence to Kathryn Reed .

Editor information

Editors and Affiliations

  1. Hong Kong Shue Yan University, Hong Kong, China

    Will W.K. Ma

  2. The University of Hong Kong, Hong Kong, China

    Allan H.K. Yuen

  3. Hong Kong Institute of Education, Hong Kong, China

    Jae Park

  4. The University of Hong Kong, Hong Kong, China

    Wilfred W.F. Lau

  5. Hong Kong Baptist University, Hong Kong, China

    Liping Deng

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© 2015 Springer Science+Business Media Singapore

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Reed, K. (2015). The Impact of ICT on Pedagogical Practices in an Interdisciplinary Approach. In: Ma, W., Yuen, A., Park, J., Lau, W., Deng, L. (eds) New Media, Knowledge Practices and Multiliteracies. Springer, Singapore. https://doi.org/10.1007/978-981-287-209-8_20

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