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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010177791 | LB1028.3 H364 2008 | Open Access Book | Book | Searching... |
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Summary
Summary
Published by Taylor & Francis Group for the American Association of Colleges for Teacher Education
This Handbookaddresses the concept and implementation of technological pedagogical content knowledge -- the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes:
What is Technological Pedagogical Content Knowledge? Integrating Technological Pedagogical Content Knowledge into Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional DevelopmentThe Handbook of Technological Pedagogical Content Knowledge for Educatorsis simultaneously a mandate and a manifesto on the engagement of technology in classrooms based on consensus standards and rubrics for effectiveness. As the title of the concluding chapter declares, "It's about time!"
The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org .
Table of Contents
Preface | p. vii |
Acknowledgments | p. x |
Part I What is technological pedagogical content knowledge (TPCK)? | p. 1 |
1 Introducing TPCK | p. 3 |
2 Bridging digital and cultural divides: TPCK for equity of access to technology | p. 31 |
Part II Integrating TPCK into specific subject areas | p. 59 |
3 TPCK in K-6 literacy education: It's not that elementary! | p. 61 |
4 Leveraging the development of English TPCK within the deictic nature of literacy | p. 87 |
5 TPCK: An integrated framework for educating world language teachers | p. 107 |
6 Toward democracy: Social studies and TPCK | p. 129 |
7 Perhaps a matter of imagination: TPCK in mathematics education | p. 145 |
8 Placing the magic in the classroom: TPCK in arts education | p. 167 |
9 Science, technology, and teaching: The topic-specific challenges of TPCK in science | p. 193 |
10 The role of TPCK in physical education | p. 207 |
Part III Integrating TPCK into teacher education and professional development | p. 221 |
11 Guiding preservice teachers in developing TPCK | p. 223 |
12 TPCK in in-service education: Assisting experienced teachers' "planned improvisations" | p. 251 |
13 Advancing TPCK through collaborations across educational associations | p. 273 |
Afterword: TPCK action for teacher education: It's about time! | p. 289 |
About the AACTE Committee on Innovation and Technology | p. 301 |
About the contributors | p. 303 |
Index | p. 315 |