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dc.contributor.convenorCSIT, Universiti Putra Malaysia, Curtin University
dc.contributor.authorFinger, Glenn
dc.contributor.authorFinger, Paul
dc.contributor.editorPiet Kommers, Tomayess Issa, Nurfadhlina Mohd Sharef and Pedro Isaías
dc.date.accessioned2019-11-27T05:20:13Z
dc.date.available2019-11-27T05:20:13Z
dc.date.issued2013
dc.date.modified2014-06-11T01:14:50Z
dc.identifier.refurihttp://www.icedutech-conf.org/
dc.identifier.urihttp://hdl.handle.net/10072/59996
dc.description.abstractReflective, intelligent, professional teachers research their own practice to inform future improvements. However, the demands upon teacher graduates and early career teachers do not enable the space and time to engage effectively in 'praxis' (Freire, 1970) which involves "highly developed educational practice that consciously articulates the theory on which it is based, and, in turn, generates new theory" (O'Toole & Beckett, 2013). Freire (1970) articulates the term 'limit situations' which can enable teacher voice to portray experience and reflection which might differ from those around them. This paper is situated within an understanding of the complexities of the contexts for graduate and early career teachers to develop Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006) to have the confidence and capabilities to use technologies to support their teaching and to support student learning. This paper provides an Australian early career teacher's story through praxis by drawing upon the TPACK conceptualisation and recent attempts to explore teachers' Technological Pedagogical Reasoning (TPR) (Smart et al., 2013). The praxis is also considered in relation to the expectations of the Australian Professional Standards for Teachers (AITSL, 2011a), and the ICT Elaborations (AITSL, 2011b) which complement those standards. The authors suggest that this approach can significantly contribute to the TPACK literature to inform what TPACK looks like in practice through the experiences and reflections of teachers and explore the 'black box of technology integration' (Tondeur et al. 2013) through teacher perspectives.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.publisherIADIS Press
dc.publisher.placeLisbon, Portugal
dc.publisher.urihttp://icedutech-conf.org/oldconferences/2013/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameICEduTech 2013
dc.relation.ispartofconferencetitleProceedings of International conference on educational technologies 2013 (ICEduTech 2013)
dc.relation.ispartofdatefrom2013-11-29
dc.relation.ispartofdateto2013-12-01
dc.relation.ispartoflocationKuala Lumpur, Malaysia
dc.rights.retentionY
dc.subject.fieldofresearchEducational Technology and Computing
dc.subject.fieldofresearchcode130306
dc.titleUnderstanding TPACK in Practice: Praxis through Technological Pedagogical Reasoning
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
dc.description.versionVersion of Record (VoR)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2013 IADIS Press. The attached file is posted here with permission of the copyright owner for your personal use only. This paper was published in the Proceedings of the IceduTech 2013 and is available via the publisher website: http://www.iadis.org/
gro.hasfulltextFull Text
gro.griffith.authorFinger, Glenn D.


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