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Title:
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EPISTEMOLOGICAL AND METHODOLOGICAL ISSUES FOR THE CONCEPTUALIZATION AND DEVELOPMENT OF ICT-TPCK |
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Author(s):
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Charoula Angeli , Nicos Valanides |
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ISBN:
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978-972-8924-69-0 |
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Editors:
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Kinshuk, Demetrios G Sampson, J. Michael Spector, Pedro Isaías and Dirk Ifenthaler |
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Year:
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2008 |
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Edition:
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Single |
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Keywords:
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Technological pedagogical content knowledge, teaching with computers, ICT-TPCK |
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Type:
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Full Paper |
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First Page:
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62 |
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Last Page:
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70 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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In this paper, several issues regarding the epistemology of technological pedagogical content knowledge (TPCK) are first
raised for the purpose of clarifying the construct. Specifically, the transformative and integration views are used for
exploring the epistemology of TPCK. The integrative view is rejected and the transformative view is adopted concluding
that TPCK is a unique body of knowledge that is constructed from the interaction of its individual contributing
knowledge bases. Then, ICT-TPCK is introduced as a strand of TPCK, and is described as the ways knowledge about
tools and their affordances, pedagogy, content, learners, and context are synthesized into an understanding of how
particular topics that are difficult to be understood by learners or difficult to be represented by teachers can be
transformed and taught more effectively with technology in ways that signify its added value. Technology Mapping is
proposed as a situative methodology for the development of ICT-TPCK. Future research efforts with the intent to
improve or further develop the framework discussed herein will have important implications for both research and
practice. |
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