{"id":1344,"date":"2021-11-04T12:15:43","date_gmt":"2021-11-04T16:15:43","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1344"},"modified":"2021-11-04T12:15:43","modified_gmt":"2021-11-04T16:15:43","slug":"1344","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1344","title":{"rendered":""},"content":{"rendered":"\n<p>Polly, D., &amp; Byker, E. (2020). Considering the role of zone of proximal development and constructivism in supporting teachers\u2019 TPACK and effective use of technology.\u00a0<em>Revista de Educaci\u00f3n a Distancia<\/em>,\u00a0<em>20<\/em>(64), Article 5.\u00a0<a rel=\"noreferrer noopener\" href=\"http:\/\/dx.doi.org\/10.6018\/red.408661\" target=\"_blank\">http:\/\/dx.doi.org\/10.6018\/red.408661<\/a><\/p>\n\n\n\n<p>Abstract: <\/p>\n\n\n\n<p>&#8220;This article examines Vygotsky\u2019s (1978) Zone of Proximal Development (ZPD) and Tharp and Gallimore\u2019s (1988) application of ZPD for teacher learning that can be used as a framework to develop teachers\u2019 and teacher candidates\u2019 Technological Pedagogical Content Knowledge (TPACK). We synthesize these ideas and provide vignettes from both teachers and teacher candidates that describe how ZPD can inform the way teachers\u2019 TPACK is developed. We argue that the stages of ZPD (Tharp &amp; Gallimore, 1988) provide a helpful framework for the development of teacher candidates\u2019 and in-service teachers\u2019 TPACK through experiential learning opportunities that include the reflection of the intersection of technologies, pedagogies, and content knowledge. The implication of our paper includes a call for long-term systematic examinations of strategies to support teachers and teacher candidate development of TPACK.&#8221;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Polly, D., &amp; Byker, E. (2020). Considering the role of zone of proximal development and constructivism in supporting teachers\u2019 TPACK and effective use of technology.\u00a0Revista de Educaci\u00f3n a Distancia,\u00a020(64), Article 5.\u00a0http:\/\/dx.doi.org\/10.6018\/red.408661 Abstract: &#8220;This article examines Vygotsky\u2019s (1978) Zone of Proximal Development (ZPD) and Tharp and Gallimore\u2019s (1988) application of ZPD&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1344\">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":[90,181,195],"coauthors":[2301],"class_list":["post-1344","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-theoretical-publication","tag-teacher-support","tag-constructivism","tag-zone-of-proximal-development","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1344","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=1344"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1344\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1344"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1344"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1344"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1344"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}