Knowledge Base for Information and Communication Technology in Education
This chapter systematically explores the knowledge base required by teachers for the effective application of ICT in education. The Technological Pedagogical Content Knowledge (TPCK) framework and developments in associated research are reviewed. The authors suggest an alternate approach for better understanding the knowledge base required for application of ICT in education by providing a theorization about technological knowledge in relation to how a teacher realizes and actualizes the pedagogical affordances of technological tools in teaching and learning. The authors conclude that this body of knowledge cannot exist outside the frame of reference of the teacher, can be developed through systematic learning activities targeting or facilitating its development, and grows with ongoing participation or involvement in valuable professional experiences. Implications for the nature of TPCK and its development are discussed.
KeywordsTechnological knowledge Teacher knowledge Technology affordances Technological pedagogical content knowledge
- Angeli, C., Valanides, N., & Christodoulou, A. (2016). The theoretical conceptualization of technological pedagogical content knowledge. In M. Kennedy, M. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (2nd ed., pp. 11–30). New York: Routledge.Google Scholar
- Bernhard, E., Recker, J. C., & Burton-Jones, A. (2013). Understanding the actualization of affordances: A study in the process modeling context. Available from: http://eprints.qut.edu.au/63052/.
- Conway, P., & Zhao, Y. (2003). From luddites to designers: Portraits of teachers and technology in political documents. In Y. Zhao (Ed.), What should teachers know about technology? Perspectives and practices (pp. 15–30). Greenwich, CO: Information Age Publishing.Google Scholar
- Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.Google Scholar
- Dopplet, Y., Schunn, C., Silk, E., Mehalik, M., Reynolds, B., & Ward, E. (2009). Evaluating the impact of a facilitated learning community approach to professional development on teacher practice and student achievement. Research in Science and Technological Education, 27(3), 339–354.CrossRefGoogle Scholar
- Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 67–82). Hillsdale, NJ: Erlbaum.Google Scholar
- Gibson, J. J. (1979). The ecological approach to visual perception. Hillsdale, NJ: Erlbaum.Google Scholar
- Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.Google Scholar
- Haines, K. (2015). Learning to identify and actualize affordances in a new tool. Language Learning and. Technology, 19(1), 165–180.Google Scholar
- Ioannou, I. (2016). Technological pedagogical content knowledge as a framework for the teaching of computer science: Strengths and weaknesses. Doctoral dissertation, University of Cyprus.Google Scholar
- Ioannou, I., & Angeli, C. (2013). Teaching computer science in secondary education: A technological pedagogical content knowledge perspective. Proceedings of WiPSCE ‘13, Aarhus, Copyright 2013 ACM 978–1–4503-2455-7/11/13.Google Scholar
- Ioannou, I., & Angeli, C. (2014). Examining the effects of an instructional intervention on destabilizing learners’ misconceptions about the central processing unit. In C. Schulte, M. E. Caspersen, & J. Gal-Ezer (Eds.), Proceedings of the 9th workshop in primary and secondary computing education, Berlin, Germany (pp. 93–99), doi:https://doi.org/10.1145/2670757.2670784.Google Scholar
- Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3–29). New York: Routledge.Google Scholar
- Krauskopf, K., Zahn, C., & Hesse, F. W. (2015). Cognitive processes underlying TPCK: Mental models, cognitive transformation, and meta-conceptual awareness. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK (pp. 41–61). NY: Springer.Google Scholar
- Leonardi, P. M. (2011). When does technology enable organizational change? Convergent feature use and collective affordances. In Academy of Management Proceedings, 1, 1–6. Academy of Management.Google Scholar
- McGrenere, J., & Ho, W. (2000). Affordances: Clarifying and evolving a concept. In Proceedings of graphics interface 2000, Montreal.Google Scholar
- Pozzi, G., Pigni, F., & Vitari, C. (2014). Affordance theory in the IS discipline: A review and synthesis of the literature. Retrieved from: http://ai2-s2-pdfs.s3.amazonaws.com/75d7/538eb43b52d2e970ba4ca719b4a4cb226e38.pdf.
- Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.CrossRefGoogle Scholar
- Tchounikine, P. (2016). Designing for appropriation: A theoretical account. Human–Computer Interaction, 1–41.Google Scholar