Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology (2024)

Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers and Education, 49(3), 740-762. https://doi.org/10.1016/j.compedu.2005.11.012

Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. / Koehler, Matthew J.; Mishra, Punya; Yahya, Kurnia.
In: Computers and Education, Vol. 49, No. 3, 11.2007, p. 740-762.

Research output: Contribution to journal › Article › peer-review

Koehler, MJ, Mishra, P & Yahya, K 2007, 'Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology', Computers and Education, vol. 49, no. 3, pp. 740-762. https://doi.org/10.1016/j.compedu.2005.11.012

Koehler MJ, Mishra P, Yahya K. Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers and Education. 2007 Nov;49(3):740-762. doi: 10.1016/j.compedu.2005.11.012

Koehler, Matthew J. ; Mishra, Punya ; Yahya, Kurnia. / Tracing the development of teacher knowledge in a design seminar : Integrating content, pedagogy and technology. In: Computers and Education. 2007 ; Vol. 49, No. 3. pp. 740-762.

@article{64f34a2f870e4696a3d289cedb111b86,

title = "Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology",

abstract = "Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on Schulman's [Schulman, L. S. (1987). Knowledge and teaching: foundations for a new reform. Harvard Educational Review, 57(1), 1-22] concept of pedagogical content knowledge, we introduce a framework for conceptualizing Technological Pedagogical Content Knowledge-TPCK [Mishra, P., Koehler, M.J., (in press). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record]. We report the results of a semester-long investigation of the development of TPCK during a faculty development design seminar, whereby faculty members worked together with masters students to develop online courses. Quantitative discourse analysis of 15 weeks of field notes for two of the design teams show participants moved from considering technology, pedagogy and content as being independent constructs towards a richer conception that emphasized connections among the three knowledge bases. Our analyses suggests that developing TPCK is a multigenerational process, involving the development of deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function. Pedagogic, pragmatic, theoretical, and methodological contributions are discussed.",

keywords = "Cooperative/collaborative learning, Earning communities, Evaluation methodologies, Pedagogical issues, Teaching/learning strategies",

author = "Koehler, {Matthew J.} and Punya Mishra and Kurnia Yahya",

note = "Funding Information: The work has been partially funded by a US Department of Education PT3 grant awarded to Michigan State University. The authors would like to thank all the participants (faculty and students alike) in the design seminar, particularly those in the Jackrabbits and Adams Family groups. We would also like to thank Sue Barratt, and Kathryn Hershey for their help in preparing the manuscript. ",

year = "2007",

month = nov,

doi = "10.1016/j.compedu.2005.11.012",

language = "English (US)",

volume = "49",

pages = "740--762",

journal = "Computers and Education",

issn = "0360-1315",

publisher = "Elsevier Limited",

number = "3",

}

TY - JOUR

T1 - Tracing the development of teacher knowledge in a design seminar

T2 - Integrating content, pedagogy and technology

AU - Koehler, Matthew J.

AU - Mishra, Punya

AU - Yahya, Kurnia

N1 - Funding Information:The work has been partially funded by a US Department of Education PT3 grant awarded to Michigan State University. The authors would like to thank all the participants (faculty and students alike) in the design seminar, particularly those in the Jackrabbits and Adams Family groups. We would also like to thank Sue Barratt, and Kathryn Hershey for their help in preparing the manuscript.

PY - 2007/11

Y1 - 2007/11

N2 - Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on Schulman's [Schulman, L. S. (1987). Knowledge and teaching: foundations for a new reform. Harvard Educational Review, 57(1), 1-22] concept of pedagogical content knowledge, we introduce a framework for conceptualizing Technological Pedagogical Content Knowledge-TPCK [Mishra, P., Koehler, M.J., (in press). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record]. We report the results of a semester-long investigation of the development of TPCK during a faculty development design seminar, whereby faculty members worked together with masters students to develop online courses. Quantitative discourse analysis of 15 weeks of field notes for two of the design teams show participants moved from considering technology, pedagogy and content as being independent constructs towards a richer conception that emphasized connections among the three knowledge bases. Our analyses suggests that developing TPCK is a multigenerational process, involving the development of deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function. Pedagogic, pragmatic, theoretical, and methodological contributions are discussed.

AB - Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on Schulman's [Schulman, L. S. (1987). Knowledge and teaching: foundations for a new reform. Harvard Educational Review, 57(1), 1-22] concept of pedagogical content knowledge, we introduce a framework for conceptualizing Technological Pedagogical Content Knowledge-TPCK [Mishra, P., Koehler, M.J., (in press). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record]. We report the results of a semester-long investigation of the development of TPCK during a faculty development design seminar, whereby faculty members worked together with masters students to develop online courses. Quantitative discourse analysis of 15 weeks of field notes for two of the design teams show participants moved from considering technology, pedagogy and content as being independent constructs towards a richer conception that emphasized connections among the three knowledge bases. Our analyses suggests that developing TPCK is a multigenerational process, involving the development of deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function. Pedagogic, pragmatic, theoretical, and methodological contributions are discussed.

KW - Cooperative/collaborative learning

KW - Earning communities

KW - Evaluation methodologies

KW - Pedagogical issues

KW - Teaching/learning strategies

UR - http://www.scopus.com/inward/record.url?scp=34248650963&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=34248650963&partnerID=8YFLogxK

U2 - 10.1016/j.compedu.2005.11.012

DO - 10.1016/j.compedu.2005.11.012

M3 - Article

AN - SCOPUS:34248650963

SN - 0360-1315

VL - 49

SP - 740

EP - 762

JO - Computers and Education

JF - Computers and Education

IS - 3

ER -