文章基本信息

标题：Development of Technological Pedagogical Content Knowledge through Constructionist Activities
本地全文：下载
作者：Zahra Hosseini ; Zahra Hosseini
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2015
卷号：182
页码：98-103
DOI：10.1016/j.sbspro.2015.04.743
语种：English
出版社：Elsevier
摘要：AbstractThe aim of this case study was to better understand how TPACK can be developed through constructionist activities. Accordingly, a course was designed and a purposively sampled group was selected for collecting in-depth data. The findings of the study demonstrated that teachers’ knowledge and conception of using technology for teaching developed in three levels. With each level, there was an improvement of teachers’ TPACK and its components as a result of performing constructionist activities. First level was limited to usage of technology for exhibiting curriculum information. In the second level, the participants focused on using technology to present content and materials. The results indicated that in this level although two components of the participants’ TPACK, viz. TCK and PCK developed, considering technology as a learning tool (TPK) appeared to be missing. However, in the third level they developed the ability to use technology for enhancing teaching and learning. The result of the study highlighted inter and intra group interactions and learning-through-making as two aspects of constructionist activities that were more influential in the development of TPACK.
关键词：Technology integration;Teacher education;Introductional technology;TPACK;Constructivism