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TPCK (Practical consequences of TPCK (Theory: A conceptual lens to view…

- - - - Too specific and soon outdated
      - Software not developed for ped. Teachers must creatively repurpose
  - - - To predict consequences
    - - Improve learning environment
- - - - For researchers and educators
      - Combine the pragmatic and theoretical
        
        Learning through authentic problem solving
        
        ‘‘knowledge is situated, being in part a product of the activity, content, and culture in which it is developed and used’’ (Brown et al., p. 32)
      - Design learning = learning by doing
        
        Instructor's role = facilitator/problem-solving expert
        
        One experience part of future repertoire
      - 3 ex.: Making movie about educational idea, redesigning edu.- web-page, making online course for faculty
        
        Research on development of TPCK (Koehler, Mishra et al, 2004): gradually intergration between T, P and C throughout design learning process.
- - - - What makes concepts difficult?
      - Epistemology?
      - Build on students' prior knowledge
      - New tech forces educators to reflect on ped. (Peruski &
        Mishra, 2004)
    - - Context specific strategies