TPACK
in Elementary and High School Teachers’ Self -reported Classroom Practices with
the Interactive Whiteboard (IWB)
Soni
a Lefebvre, Ghi slain Samson, Al exandre Gareau, Nancy Broui llette,
(Université
du Québec à Troi s-Rivières)
2016
The interactive whiteboard (IWB) is
increasingly used for teaching and learning in the
classroom. Nevertheless, the ways that teachers
incorporate this tool within their teaching practices
remain poorly understood. This paper examines elementary and high school
teachers’ self-reported practices with the
IWB. The conceptual framework centers on teachers’ self reported practices as well as the Technological Pedagogical
Content Knowledge (TPACK) model, a framework for successful integration of technology into teaching. The data were collected from discussion groups
with 30 teachers.
Overall, the results
show a predominance
of technological
pedagogical knowledge
(TPK) and technological Knowledge (TK)
regardless of
Grade level, gender,
or years of teaching experience.
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