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The Technological Pedagogical Content Knowledge (TPACK) framework is an educational model that describes the intersections between technology, pedagogy, and content for the effective integration of technology into teaching. TPACK became popular in the early 2000s.
At that time, the standards focused on technology skills in students. [1] Standards for teachers and administrators followed in 2000 and 2001, respectively. In 2007, ISTE reviewed its student standards and re-released them as the ISTE Standards for Students. Their focus became integration of technology in the classroom. [2]
The technological pedagogical content knowledge or TPACK framework has recently received some positive attention. [19] Another model that has been used to analyze tech integration is the SAMR framework, developed by Ruben Puentedura. [20]
He believed that teacher education programs should combine the two knowledge fields. To address this dichotomy, he introduced the notion of pedagogical content knowledge that includes pedagogical knowledge and content knowledge, among other categories. His initial description of teacher knowledge included curriculum knowledge, and knowledge of ...
Effective technology use deploys multiple evidence-based strategies concurrently (e.g. adaptive content, frequent testing, immediate feedback, etc.), as do effective teachers. [198] Using computers or other forms of technology can give students practice on core content and skills while the teacher can work with others, conduct assessments, or ...
Technological literacy (Technology Literacy) is the ability to use, manage, understand, and assess technology. [1] Technological literacy is related to digital literacy in that when an individual is proficient in using computers and other digital devices to access the Internet, digital literacy gives them the ability to use the Internet to discover, review, evaluate, create, and use ...
Teacher Institute for Evolutionary Science; Teacher's Oath; Teaching quantum mechanics; Technological pedagogical content knowledge; Thematic coherence; Thematic learning; Three-part lesson; Transfer of learning; Transfer of training; Trauma-informed approaches in education; Tutor Systems; Tutorial system
Mitchell J. Nathan is an American academic, who is a Full Professor of Educational Psychology, Chair of the Learning Science program in the School of Education at the University of Wisconsin–Madison, and a researcher at the Wisconsin Center for Education Research.