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Technological Pedagogical Content Knowledge - Coggle Diagram
Technological Pedagogical Content
Knowledge
學者Mishra & Koehler提出
Content Knowledge (CK)
knowledge about the actual subject matter that is to be learned or taught
facts
concepte
theories
mental models
analogies 類似
frameworks
procedures
Pedagogical Knowledge (PK)
deep knowledge about the processes and practices or methods of teaching and learning
planning
class rules
grouping
class routines
discipline techinques
teaching strategies
Technology Knowledge (TK)
knowledge about standard technologies, such as books, chalk and blackboard, and more advanced technologies, such as the Internet and digital video
dynamically simulate many different media formats (e.g., image, sound, text, numbers)
有交集
學者Mishra & Koehler提出
Technological Content Knowledge (TCK)
technology and content are reciprocally related
subject matter can be changed by the application of technology
Technological Pedagogical Knowledge (TPK)
knowledge of the existence, components, and capabilities of various technologies as they are used in teaching and learning settings
choose tools based on the fitness and the application of pedagogical strategies for use of technologies
學者 Shulman
Pedagogical Content Knowledge (PCK)
teaching of specific content
TPACK
what is TPACK
integrative and/or transformative
Situated, complex, multifaceted
Designerly ways of knowing (contextualization, pedagogical
adaptation)
Sir William Henry Bragg
在科學中，重要的與其說是獲得新的事實，不如說是發現思考這些事實的新方法。The important thing in science is not so much to obtain new facts as to discover new ways of thinking about them.
four issue
A FRAMEWORK FOR TEACHER KNOWLEDGE
FOR TECHNOLOGY INTEGRATION
APPLYING THE TPCK FRAMEWORK TO PEDAGOGY
LEARNING TECHNOLOGY BY DESIGN
TPCK AS A FRAMEWORK FOR RESEARCH
TPCK
Technological Pedagogical Content
Knowledge
beyond content, pedagogy, and technology
pedagogical
use technologies in constructive
ways to teach content
technology
help redress some of the problems that
students face
emphasizes the connections, interactions, affordances, and constraints among content, pedagogy, and technology for developing good teaching.