{"id":9083,"date":"2024-02-09T16:14:21","date_gmt":"2024-02-09T21:14:21","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=9083"},"modified":"2024-02-09T16:14:21","modified_gmt":"2024-02-09T21:14:21","slug":"9083","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/9083","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Otrel-Cass, K., Khoo, E., &amp; Cowie, B. (2012). Scaffolding with and through videos: An example of ICT-TPACK. <em>Contemporary Issues in Technology and Teacher Education, 12<\/em>(4), 369-390. <a href=\"http:\/\/www.editlib.org\/p\/40416\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/www.editlib.org\/p\/40416<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cIn New Zealand and internationally claims are being made about the potential for information and communication technologies (ICTs) to transform teaching and learning. However, the theoretical underpinnings explaining the complex interplay between the content, pedagogy and technology a teacher needs to consider must be expanded. This article explicates theoretical and practical ideas related to teachers\u2019 application of their ICT technology, pedagogy, and content knowledge (TPACK) in science. The article unpacks the social and technological dimensions of teachers\u2019 use of TPACK when they use digital videos to scaffold learning. It showcases the intricate interplay between teachers\u2019 knowledge about content, digital video technology, and students\u2019 learning needs based on a qualitative study of two science teachers and their students in a New Zealand primary school.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Otrel-Cass, K., Khoo, E., &amp; Cowie, B. (2012). Scaffolding with and through videos: An example of ICT-TPACK. Contemporary Issues in Technology and Teacher Education, 12(4), 369-390. http:\/\/www.editlib.org\/p\/40416 Abstract: \u201cIn New Zealand and internationally claims are being made about the potential for information and communication technologies (ICTs) to transform teaching and&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/9083\">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":[58,170,537,1338,1674],"coauthors":[2302],"class_list":["post-9083","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-science-teachers","tag-new-zealand","tag-primary-school","tag-scaffolding","tag-digital-videos","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/9083","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=9083"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/9083\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=9083"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=9083"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=9083"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=9083"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}