{"id":7195,"date":"2024-01-09T10:17:10","date_gmt":"2024-01-09T15:17:10","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=7195"},"modified":"2024-01-09T10:17:10","modified_gmt":"2024-01-09T15:17:10","slug":"7195","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/7195","title":{"rendered":""},"content":{"rendered":"\n<p>Terpstra, M. (2014).\u00a0 TPACKtivity: An activity-theory lens for examining TPACK development. In C. Angeli &amp; N. Valanides (Eds.), <em>Technological pedagogical content knowledge<\/em> (pp. 63-88). Springer. <a href=\"https:\/\/doi.org\/10.1007\/978-1-4899-8080-9_4\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/978-1-4899-8080-9_4<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>\u201cTPACKtivity is discussed as a means to examine preservice teachers\u2019 TPACK development. TPACKtivity employs activity theory to identify objectives, mediating tools, rules and community, as part of activity settings that contribute to, or detract from, TPACK development. The lens is described and applied in examining seven preservice teachers\u2019 experiences and perceptions of various activity settings\u2019 impacts on their learning to teach disciplinary content with technology. The TPACKtivity lens identified mediating tools for developing TPACK, made explicit the roles of the community members in contributing toward subjects\u2019 TPACK development, and brought to light rules about technology use in classrooms that impact TPACK development. The findings illustrate the effectiveness of the TPACKtivity lens in sorting through the complexities of TPACK development across multiple settings.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Terpstra, M. (2014).\u00a0 TPACKtivity: An activity-theory lens for examining TPACK development. In C. Angeli &amp; N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 63-88). Springer. https:\/\/doi.org\/10.1007\/978-1-4899-8080-9_4 Abstract: \u201cTPACKtivity is discussed as a means to examine preservice teachers\u2019 TPACK development. TPACKtivity employs activity theory to identify objectives, mediating tools, rules and&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/7195\">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":[12,5,14],"tags":[393,513,1972],"coauthors":[2302],"class_list":["post-7195","post","type-post","status-publish","format-standard","hentry","category-instrument-testing","category-book-chapter","category-empirical-research","tag-activity-theory","tag-preservice-teachers","tag-tpacktivity","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7195","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=7195"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7195\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=7195"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=7195"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=7195"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=7195"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}