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dc.contributor.authorFinger, Glennen_US
dc.contributor.authorJamieson-Proctor, Rominaen_US
dc.contributor.authorAlbion, Peteren_US
dc.contributor.editorNicholas Reynolds & Marta Turcsanyi-Szaboen_US
dc.date.accessioned2017-05-03T12:59:46Z
dc.date.available2017-05-03T12:59:46Z
dc.date.issued2010en_US
dc.date.modified2011-05-13T06:55:27Z
dc.identifier.isbn9783642153778en_US
dc.identifier.doi10.1007/978-3-642-15378-5_11en_AU
dc.identifier.urihttp://hdl.handle.net/10072/34987
dc.description.abstractSince the emergence of computers in schools during the 1980's, there have been considerable developments by education systems and schools to develop policies and expectations for the use of information and communication technologies (ICT) to enhance learning and teaching. These have not always translated into practice, which has resulted in a focus on the need for improvements in preservice teacher education programs and professional development of practising teachers. This paper starts from the premise that most teacher education have been constrained by using Pedagogical Content Knowledge (PCK) developed by Shulman [1] [2] prior to the dynamic technological changes enabled by the Internet. The authors present the case for the importance of Technological Pedagogical Content Knowledge (TPACK) [3] [4]. Subsequently, the paper provides guidance for auditing the TPACK capabilities of teacher education students through the presentation of an instrument developed, and provides a summary of some of the findings of a study undertaken using that instrument.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent111478 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeGermanyen_US
dc.publisher.urihttp://www.springerlink.com/en_AU
dc.relation.ispartofbooktitleKey competencies in the knowledge society : IFIP TC 3 International Conference, KCKS 2010, held as part of WCC 2010, Brisbane, Australia, September 20-23, 2010en_US
dc.relation.ispartofchapter11en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom114en_US
dc.relation.ispartofpageto125en_US
dc.relation.ispartofvolume324en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducational Technology and Computingen_US
dc.subject.fieldofresearchcode130306en_US
dc.titleBeyond Pedagogical Content Knowledge: The Importance of TPACK for Informing Preservice Teacher Education in Australiaen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2010 Springer. The attached file is reproduced here in accordance with the copyright policy of the publisher. It is the author-manuscript version of the paper. Please refer to the publisher's website for further information.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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