Journal of Research on Technology in Education
In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K-12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively integrate technology in classroom work. This case study explores the three domains of teacher knowledge and their intersections in a sixth grade digital documentary project. On the surface, the setting for the work (particularly the skilled teachers with whom we worked) seemed to be the "best-case scenario" for technology integration, and yet, challenges arose in the intersections of the domains of knowledge. This study explores the different areas of teacher knowledge in this project and provides directions for future work to further explore the notion of TPCK in practice.
Teacher Competencies, Elementary Secondary Education, Technology Integration, Educational Technology, Grade 6, Pedagogical Content Knowledge, Knowledge Level, Documentaries, Computer Uses in Education, United States History, War, Writing Assignments, Writing (Composition), Scripts, History Instruction, Internet, Online Searching, Computer Literacy, Middle Schools, Middle School Students
Hofer, Mark J. and Owings Swan, Kathleen, "Technological Pedagogical Content Knowledge in Action: A Case Study of a Middle School Digital Documentary Project" (2008). Articles. 31.