{"id":10246,"date":"2024-02-16T12:03:46","date_gmt":"2024-02-16T17:03:46","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=10246"},"modified":"2024-02-16T12:03:46","modified_gmt":"2024-02-16T17:03:46","slug":"10246","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/10246","title":{"rendered":""},"content":{"rendered":"\n<p>Harris, J., Mishra, P., &amp; Koehler, M. (2009). Teachers\u2019 Technological Pedagogical Content Knowledge and learning activity types. <em>Journal of Research on Technology in Education, 41<\/em>(4), 393\u2013416. <a href=\"https:\/\/doi.org\/10.1080\/15391523.2009.10782536\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/15391523.2009.10782536<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>&#8220;In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedagogy, content and context as interdependent aspects of teachers\u2019 knowledge necessary to teach content-based curricula effectively with educational technologies. We offer TPACK-based \u201cactivity types,\u201d rooted in previous research about content-specific activity structures, as an alternative to existing professional development approaches and explain how this new way of thinking may authentically and successfully assist teachers\u2019 and teacher educators\u2019 technology integration efforts.&#8221;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Harris, J., Mishra, P., &amp; Koehler, M. (2009). Teachers\u2019 Technological Pedagogical Content Knowledge and learning activity types. Journal of Research on Technology in Education, 41(4), 393\u2013416. https:\/\/doi.org\/10.1080\/15391523.2009.10782536 Abstract: &#8220;In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/10246\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,6],"tags":[485,518],"coauthors":[2302],"class_list":["post-10246","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-theoretical-publication","tag-professional-development","tag-learning-activity-types","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/10246","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=10246"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/10246\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=10246"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=10246"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=10246"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=10246"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}