{"id":6957,"date":"2024-01-07T09:07:49","date_gmt":"2024-01-07T14:07:49","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=6957"},"modified":"2024-01-07T09:07:49","modified_gmt":"2024-01-07T14:07:49","slug":"6957","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/6957","title":{"rendered":""},"content":{"rendered":"\n<p>Scharber, C., Henrickson, J., Koseoglu, S., Lanegran, D., &amp; Doering, A. (2014). Technology integration in K-12 geography education using TPACK as a conceptual model.\u00a0 <em>Journal of Geography, 113<\/em>(6), 223-237. <a href=\"https:\/\/doi.org\/10.1080\/00221341.2014.896393\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/00221341.2014.896393<\/a><\/p>\n\n\n\n<p>Abstract: <\/p>\n\n\n\n<p>\u201cThere is a need for quality professional development programs and instructional models addressing the needs and challenges of K\u201312 technology integration in the geography classroom. This study used a mixed-methods design employing surveys and observations to evaluate teacher experiences within a professional development program focused on developing in-service geography teachers\u2019 technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Results indicate that instructional scaffolding plays an important role in improving teachers\u2019 ability to integrate technology in pedagogically meaningful ways geared toward enhancing students\u2019 geographic inquiry skills.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Scharber, C., Henrickson, J., Koseoglu, S., Lanegran, D., &amp; Doering, A. (2014). Technology integration in K-12 geography education using TPACK as a conceptual model.\u00a0 Journal of Geography, 113(6), 223-237. https:\/\/doi.org\/10.1080\/00221341.2014.896393 Abstract: \u201cThere is a need for quality professional development programs and instructional models addressing the needs and challenges of K\u201312&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/6957\">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":[3,14],"tags":[485,536,1338,1961,1962],"coauthors":[2302],"class_list":["post-6957","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-professional-development","tag-in-service-teachers","tag-scaffolding","tag-geography-teachers","tag-instructional-models","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/6957","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=6957"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/6957\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=6957"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=6957"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=6957"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=6957"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}