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Cited by 420

The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.

Investigating TPACK: Knowledge Growth in Teaching with Technology

Niess, Margaret L.·2011·Journal of Educational Computing Research
DOI 10.2190/ec.44.3.c
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Abstract

Technological pedagogical and content knowledge (TPACK) presents a dynamic framework for describing teachers' knowledge required for designing, implementing, and evaluating curriculum and instruction with technology. TPACK strategic thinking includes knowing when, where, and how to use domain-specific knowledge and strategies for guiding students' learning with appropriate information and communication technologies. Multiple visual and verbal descriptions reflect evolving recognitions of teacher educators and educational researchers as they have struggled to respond to the challenges in describing and developing teachers' TPACK. This extensive reflection maps the historical acceptance of pedagogical content knowledge (PCK) with the emerging views of and challenges with TPACK. A review of empirical progress in the investigation of TPACK serves to illuminate potential insights, values, and challenges for directing future educational implementations designed to identify a teacher's learning trajectory in the development of a more robust and mature TPACK for supporting them in teaching with current and emerging technologies.

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Metadata

Authors
Niess, M. L.
Venue
Journal of Educational Computing Research
Publisher
SAGE Publications
Published
2011-04
Volume
44
Issue
3
Pages
299-317
ISSN
  • 0735-6331 (ISSN-L)
  • 1541-4140
DOI
10.2190/ec.44.3.c
OpenAlex
W2147469055
Cited by
420
References
24
FWCI
80.76
Type
journal article
Language
en
Open access
closed

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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

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