Chapter Title

Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development

Authors

Judi Harris, College of William and MaryFollow
Mark J. Hofer, College of William and MaryFollow

Files

Document Type

Book Chapter

Department/Program

Education

Publication Date

2009

Book Title

Research Highlights in Technology and Teacher Education 2009

Role

Cleborne D. Maddux

Publisher

Society for Information Technology and Teacher Education

First Page

99

Last Page

108

Abstract

Teachers’ knowledge is situated, event-structured, and episodic. Technology, pedagogy and content knowledge (TPACK) – one form of highly practical professional educational knowledge – is comprised of teachers’ concurrent and interdependent curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ knowledge-in-action in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with the development of teachers’ TPACK, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon the combining of technologically supported learning activity types within and across content-keyed activity type taxonomies. In this chapter, we describe such a TPACK development method.

Publication Statement

© 2009 SITE

Recommended Citation

Harris, Judi and Hofer, Mark J., "Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development" (2009). Book Chapters. 5.
https://scholarworks.wm.edu/bookchapters/5