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Fig. 5. A model for ICT-TPCK assessment. As shown in Table 3, five indicators are proposed: (a) Identification of topics to be taught with technology in ways that signify the added value of tools, such as, topics that students cannot easily comprehend, or topics that teachers face difficulties in teaching them effectively in class. These topics may include abstract concepts (i.e., cells, molecules) that need to be visualized, phenomena from the physical and social

Figure 5 A model for ICT-TPCK assessment. As shown in Table 3, five indicators are proposed: (a) Identification of topics to be taught with technology in ways that signify the added value of tools, such as, topics that students cannot easily comprehend, or topics that teachers face difficulties in teaching them effectively in class. These topics may include abstract concepts (i.e., cells, molecules) that need to be visualized, phenomena from the physical and social

Related Figures (8)

Fig. 1. A model of pedagogical content knowing (PCKg) adopted from Cochran et al. (1993).
Fig. 1. A model of pedagogical content knowing (PCKg) adopted from Cochran et al. (1993).
Fig. 2. Technological pedagogical content knowledge (TPCK) adopted from Koehler et al. (2007).
Fig. 2. Technological pedagogical content knowledge (TPCK) adopted from Koehler et al. (2007).
understanding of how particular topics that are difficult to be understood by learners, or difficult to be represented by teachers, can L transformed and taught more effectively with ICT, in ways that signify the added value of technology. At the heart of this conceptt alization is the view that technology is not a delivery vehicle that simply delivers information, but a cognitive partner that amplifies « augments student learning. As shown in Fig. 3, ICT-TPCK is a body of knowledge that grows continuously with systematic engageme! in rich teaching experiences. This means that any program or instructional design model that aims at the development of ICT-TPC must consider teachers’ knowledge and classroom experiences, and use them as the starting point for initiating efforts aiming < the development and/or growth of ICT-TPCK.
understanding of how particular topics that are difficult to be understood by learners, or difficult to be represented by teachers, can L transformed and taught more effectively with ICT, in ways that signify the added value of technology. At the heart of this conceptt alization is the view that technology is not a delivery vehicle that simply delivers information, but a cognitive partner that amplifies « augments student learning. As shown in Fig. 3, ICT-TPCK is a body of knowledge that grows continuously with systematic engageme! in rich teaching experiences. This means that any program or instructional design model that aims at the development of ICT-TPC must consider teachers’ knowledge and classroom experiences, and use them as the starting point for initiating efforts aiming < the development and/or growth of ICT-TPCK.
Fig. 4. A situative ID model for the design of technology-mediated learning.
Fig. 4. A situative ID model for the design of technology-mediated learning.
Teachers’ perceived connections among software affordances, content representations and pedagogy Table 1
Teachers’ perceived connections among software affordances, content representations and pedagogy Table 1
Mapping software affordances onto content representations and their pedagogical uses Table 2 In face to face environments, instructors run into challenges when they are asked to apply an authentic and progress-based assessment system, simply because it is difficult within a limited time to assess the progress of many learners, and provide timely and constructive feedback to them. Additionally, in face to face environments, it becomes complicated to manage and consider multiple sources of assess- ment information that are necessary in order to assess learning progressively. For these reasons, it will be valuable to consider alternative ways for authentic assessment using the affordances of electronic learning environments that support both synchronous and asynchronous communication among teachers and students, beyond the walls and the time constraints of the traditional classroom. It is therefore fea- sible to implement some components of authentic assessment in online learning environments, so that learners’ progress can be most effectively recorded and assessed, and, most importantly, for enabling learning and assessment to blend in ways that one constructively informs the other during the act of teaching. =i = -x% a we ae ri - - 7 vn: a ;. 7 x oe - Rodi- « + a aA
Mapping software affordances onto content representations and their pedagogical uses Table 2 In face to face environments, instructors run into challenges when they are asked to apply an authentic and progress-based assessment system, simply because it is difficult within a limited time to assess the progress of many learners, and provide timely and constructive feedback to them. Additionally, in face to face environments, it becomes complicated to manage and consider multiple sources of assess- ment information that are necessary in order to assess learning progressively. For these reasons, it will be valuable to consider alternative ways for authentic assessment using the affordances of electronic learning environments that support both synchronous and asynchronous communication among teachers and students, beyond the walls and the time constraints of the traditional classroom. It is therefore fea- sible to implement some components of authentic assessment in online learning environments, so that learners’ progress can be most effectively recorded and assessed, and, most importantly, for enabling learning and assessment to blend in ways that one constructively informs the other during the act of teaching. =i = -x% a we ae ri - - 7 vn: a ;. 7 x oe - Rodi- « + a aA
Examples Criteria for assessing ICT-TPCK sciences that need to be animated (i.e., water cycle, immigration), complex systems (i.e., ecosystems, organizations) in which certain fac tors function systemically and need to be simulated or modeled, and topics that require multimodal transformations (i.e., textual, iconic and auditory), such as, phonics and language learning; (b) Identification of representations for transforming the content to be taught int forms that are comprehensible to learners and difficult to be supported by traditional means. They include interactive representations, dy namic transformation of data, dynamic processing of data, multiple simultaneous representations of data, and multimodal representation of data; (c) Identification of teaching strategies, which are difficult or impossible to be implemented with traditional means. For example exploration and discovery in virtual worlds, virtual visits (i.e., virtual museums), testing of hypotheses and or application of ideas into con texts not possible to be experienced in real life, complex decision-making, long distance communication and collaboration with expert: long distance communication and collaboration with peers, personalized learning, adaptive learning, and context-sensitive feedback; (d Selection of appropriate ICT tools and effective pedagogical uses of tool affordances; and (e) Identification of appropriate strategies fo the infusion of technology in the classroom, which includes any strategy that puts the learner at the center of the learning process to ex press a point of view, observe, explore, inquire, and in general, problem solve. Table 3
Examples Criteria for assessing ICT-TPCK sciences that need to be animated (i.e., water cycle, immigration), complex systems (i.e., ecosystems, organizations) in which certain fac tors function systemically and need to be simulated or modeled, and topics that require multimodal transformations (i.e., textual, iconic and auditory), such as, phonics and language learning; (b) Identification of representations for transforming the content to be taught int forms that are comprehensible to learners and difficult to be supported by traditional means. They include interactive representations, dy namic transformation of data, dynamic processing of data, multiple simultaneous representations of data, and multimodal representation of data; (c) Identification of teaching strategies, which are difficult or impossible to be implemented with traditional means. For example exploration and discovery in virtual worlds, virtual visits (i.e., virtual museums), testing of hypotheses and or application of ideas into con texts not possible to be experienced in real life, complex decision-making, long distance communication and collaboration with expert: long distance communication and collaboration with peers, personalized learning, adaptive learning, and context-sensitive feedback; (d Selection of appropriate ICT tools and effective pedagogical uses of tool affordances; and (e) Identification of appropriate strategies fo the infusion of technology in the classroom, which includes any strategy that puts the learner at the center of the learning process to ex press a point of view, observe, explore, inquire, and in general, problem solve. Table 3
Descriptive statistics of students’ ICT-TPCK performance on two design tasks Table 4
Descriptive statistics of students’ ICT-TPCK performance on two design tasks Table 4
Related topics:
Information TechnologyEpistemologyEducational TechnologyTeacher EducationPeer AssessmentComputers in EducationConceptual DevelopmentTeacher Education and Educational TechnologyTechnological Pedagogical Content KnowledgePedagogical Issues
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