Research output per year
Research output per year
Judith Harris, Michael David Phillips, Matthew Koehler, Joshua Rosenberg
Research output: Contribution to journal › Editorial › Other › peer-review
Scholarship addressing technological pedagogical content knowledge (TPCK or TPACK) has examined how to develop, apply, and assess it in diverse educational settings and content areas. During the last 12 years, multiple ways to understand this knowledge and support its development have emerged, generating approximately 1,200 publications that utilise the construct, impacting the practice of postsecondary faculty, administrators, and others invested in meaningful educational uses of technology. Perhaps inevitably, TPACK's enthusiastic reception and rapid dissemination have generated multiple points of divergence, which in turn need further study; especially the construct's accurate measurement and validation; how to assist preservice and in-service teachers' TPACK development; contextual influences upon teachers' TPACK; and the relationship of TPACK-based knowledge to teachers' decision-making and action. Given the widespread diffusion of TPACK, research focusing on these and related issues will help to determine the direction of future post-secondary learning and teaching with technologies. Therefore, this special issue of AJET addresses future directions in TPCK/TPACK research and development.
Original language | English |
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Pages (from-to) | i-viii |
Number of pages | 8 |
Journal | Australasian Journal of Educational Technology |
Volume | 33 |
Issue number | 3 |
DOIs | |
Publication status | Published - 2017 |
Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review
Research output: Book/Report › Book › Research › peer-review
Research output: Contribution to journal › Article › Research › peer-review