Beyond Pedagogical Content Knowledge: The Importance of TPACK for Informing Preservice Teacher Education in Australia

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Author(s)
Finger, G
Jamieson-Proctor, R
Albion, P
Griffith University Author(s)
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Nicholas Reynolds & Marta Turcsanyi-Szabo

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2010
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Abstract

Since 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.

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Key competencies in the knowledge society : IFIP TC 3 International Conference, KCKS 2010, held as part of WCC 2010, Brisbane, Australia, September 20-23, 2010

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324

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© 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.

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Information systems

Educational technology and computing

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