Exploring the role of content knowledge in teacher design conversations.
This study investigated the role of content knowledge in conversations of kindergarten teachers during collaborative curriculum design of learning material for technology-enhanced learning. Two teams of teachers received support from an early literacy expert during these design activities. Resulting...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 2; pp. 157 - 170 |
|---|---|
| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2016
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=113876949&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 113876949 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2016 vid: 32 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 113876949 113876949 113876949 10.1111/jcal.12124 113876949 ppf: 157 ppct: 13 formats: tig: atl: Exploring the role of content knowledge in teacher design conversations. aug: au: Boschman, F. McKenney, S. Pieters, J. Voogt, J. affil: Windesheim University of Applied Sciences, Zwolle The Netherlands sug: subj: Computer-Assisted Instruction Teaching Methods Course Content Professional Knowledge Literacy Education Exploratory Research Human Seminars and Workshops Videorecording Teachers kappa Statistic Interrater Reliability Coding Faculty Attitudes Software Netherlands Descriptive Statistics Data Analysis Software ab: This study investigated the role of content knowledge in conversations of kindergarten teachers during collaborative curriculum design of learning material for technology-enhanced learning. Two teams of teachers received support from an early literacy expert during these design activities. Resulting conversations were analyzed on technological pedagogical content knowledge, explicated reasoning, and the contributions of expert support. This study found that in explicating content knowledge and pedagogical content knowledge, teachers set goals and deliberated on strategies and activities that would be most appropriate for their students. Technological content knowledge and technological pedagogical content knowledge were explicated most during deliberations on practical concerns; these mainly revolved around optimizing the affordances of technology. This study contributes to understanding and supporting the pedagogical design capacity of teachers. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|