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Articles 1 - 9 of 9
Full-Text Articles in Education
Practitioner's Guide To Technology, Pedagogy, And Content Knowledge (Tpack): Rich Media Cases Of Teacher Knowledge, Mark J. Hofer, Lynn Bell, Glen L. Bull, Robert Q. Barry, Iii, Jonathan D. Cohen, Nancee Garcia, Marshall A. George, Judi Harris, Albert ("Bert") Henry Jacoby, Iii, Raina Kim, William Kjellstrom, Matthew J. Koehler, John K. Lee, Lori Mann, Punya Mishra, Yash Patel, Melanie Shoffner, David A. Slykhuis, Marilyn Elaine Strutchens, Andrea L. Zellner
Practitioner's Guide To Technology, Pedagogy, And Content Knowledge (Tpack): Rich Media Cases Of Teacher Knowledge, Mark J. Hofer, Lynn Bell, Glen L. Bull, Robert Q. Barry, Iii, Jonathan D. Cohen, Nancee Garcia, Marshall A. George, Judi Harris, Albert ("Bert") Henry Jacoby, Iii, Raina Kim, William Kjellstrom, Matthew J. Koehler, John K. Lee, Lori Mann, Punya Mishra, Yash Patel, Melanie Shoffner, David A. Slykhuis, Marilyn Elaine Strutchens, Andrea L. Zellner
Books
The goal of the TPACK Practitioners Guide is simple--to offer exemplary cases of technology integration efforts that result in curriculum-based student learning in each of the following nine content areas and grade level contexts: Elementary Science, Elementary Math, Elementary Social Studies, Elementary Reading, Middle School Language Arts, Secondary Science, Secondary Math, Secondary Social Studies, and, Secondary English.
Tpack Development In Teacher Education: A Longitudinal Study Of Preservice Teachers In A Secondary M.A.Ed. Program, Mark J. Hofer, Neal Grandgenett
Tpack Development In Teacher Education: A Longitudinal Study Of Preservice Teachers In A Secondary M.A.Ed. Program, Mark J. Hofer, Neal Grandgenett
Articles
How does preservice teachers' knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the development of participants' technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants' technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).
In Search Of Technological Pedagogical Content Knowledge: Teachers' Initial Foray Into Podcasting In Economics, Kathy Swan, Mark J. Hofer
In Search Of Technological Pedagogical Content Knowledge: Teachers' Initial Foray Into Podcasting In Economics, Kathy Swan, Mark J. Hofer
Articles
In this paper, we report on work with eight practicing ninth grade social studies teachers to determine how they chose to integrate podcasting to help their students build on their economic literacy, which includes building both economic concepts and skills. The study is rooted in an interpretivist research paradigm, using the Council for Economic Education's National Voluntary Content Standards in Economics (1997) and Mishra and Koehler's (2006) theory of Technological Pedagogical Content Knowledge (TPACK) to frame data generation, analysis, and the reporting of results. We found that teachers demonstrated strong technological pedagogical knowledge (TPK) but a lack of technological content …
Grounded Tech Integration: An Effective Approach Based On Content, Pedagogy, And Teacher Planning, Judi Harris, Mark J. Hofer
Grounded Tech Integration: An Effective Approach Based On Content, Pedagogy, And Teacher Planning, Judi Harris, Mark J. Hofer
Articles
Successful technology integration must focus on standards-based, curriculum-related learning outcomes rather than on the technologies themselves. In the first installment of a seven-part series, we offer a grounded approach to technology integration based on content, pedagogy, and how teachers plan instruction.
Technological Pedagogical Content Knowledge In Action: A Case Study Of A Middle School Digital Documentary Project, Mark J. Hofer, Kathleen Owings Swan
Technological Pedagogical Content Knowledge In Action: A Case Study Of A Middle School Digital Documentary Project, Mark J. Hofer, Kathleen Owings Swan
Articles
In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K-12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively integrate technology in classroom work. This case study explores the three domains of teacher knowledge and their intersections in a sixth grade digital documentary project. On the surface, the setting for the work (particularly the skilled teachers with whom we worked) seemed to be the "best-case scenario" for technology integration, and yet, …
Camera! Action! Collaborate With Digital Moviemaking, Kathleen Owings Swan, Mark J. Hofer, Linda S. Levstik
Camera! Action! Collaborate With Digital Moviemaking, Kathleen Owings Swan, Mark J. Hofer, Linda S. Levstik
Articles
Broadly defined, digital moviemaking integrates a variety of media (images, sound, text, video, narration) to communicate with an audience. There is near-ubiquitous access to the necessary software (MovieMaker and iMovie are bundled free with their respective operating systems) and hardware (computers with Internet access, digital cameras, etc.). This easy access, along with the open-ended nature of digital movies, presents powerful opportunities to design student-centered, inquiry-based history projects. Engaging students as digital directors can not only help them develop historical questions and select and evaluate sources relevant to those questions, but can frame (literally and figuratively) and present historical interpretations. In …
Technology And Teacher Preparation In Exemplary Institutions: 1994 To 2003, Mark J. Hofer
Technology And Teacher Preparation In Exemplary Institutions: 1994 To 2003, Mark J. Hofer
Articles
In a 1994 study commissioned by the Congressional Office of Technology Assessment, Mergendoller, Johnston, Rockman, & Willis (1994) examined four exemplary institutions to identify their approaches to integrating technology into teacher education. A decade later, the field would benefit from a comparison of current approaches of infusing technology into teacher education to the 1994 findings. This study examines the approaches of the first seven teacher education programs to receive the ISTE NETS Distinguished Achievement Award. Current approaches to the process are outlined, including the identification of the key factors impacting their implementation. A comparison of the 1994 and the present …
Digital Moviemaking—The Harmonization Of Technology, Pedagogy And Content, Mark J. Hofer, Kathleen Owings Swan
Digital Moviemaking—The Harmonization Of Technology, Pedagogy And Content, Mark J. Hofer, Kathleen Owings Swan
Articles
Technology integration in K-12 classrooms resembles the “hammer in search of a nail” phenomenon. While increasingly powerful and accessible technology tools certainly offer promising potential to impact teaching and learning, their implementation can often be contrived or incongruent with classroom practice and discipline-specific pedagogy. Digital moviemaking provides a unique opportunity to connect powerful, yet accessible, technology integration with core content and pedagogical practice within specific academic disciplines. This paper explores the digital disconnect between student use of technology in and out of school, the typical problems with integrating technology in K-12 schools, the potential of digital moviemaking, an examination of …
Meeting The Iste Challenge In The Field: An Overview Of The First Six Distinguished Achievement Award Winning Programs, Terri Teal Bucci, Anthony Petrosino, Randy Bell, Susan Cherup, Ann Cunningham, Sandi Cohen, Gail Dickinson, Jeremy Ervin, Mark J. Hofer, Keith Wetzel
Meeting The Iste Challenge In The Field: An Overview Of The First Six Distinguished Achievement Award Winning Programs, Terri Teal Bucci, Anthony Petrosino, Randy Bell, Susan Cherup, Ann Cunningham, Sandi Cohen, Gail Dickinson, Jeremy Ervin, Mark J. Hofer, Keith Wetzel
Articles
The 2002 National Educational Technology Standards (NETS) Distinguished Achievement Awards, sponsored by the International Society for Technology in Education (ISTE), were awarded to six teacher education programs across the United States. The awards recognize institutions that exemplify successful integration of the National Educational Technology Standards for Teachers (NETS[solid dot]T) into teacher education programs. Institutions across the country completed an extensive application process to be selected one of the first six recipients of the ISTE Distinguished Achievement award. This process included online documentation that demonstrated the program's implementation of the NETS[solid dot]T models and practices. This article provides a means of …