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Using theoretical perspectives in developing understanding of TPACK

Joke Voogt, Petra Fisser, Jo Tondeur UGent and Johan van Braak UGent (2016) Handbook of technological pedagogical and content knowledge (TPACK) for educators. p.33-52
abstract
In 2005 Koehler and Mishra (2005) introduced the term Technological Pedagogical Content Knowledge (TPCK, currently referred to as TPACK) as a conceptual framework to describe the knowledge base for teachers to effectively teach with technology. Since then TPACK was embraced by many scholars and practitioners. This chapter’s reflections are based on developments in theoretical views on TPACK since its inception. An extensive review of the literature on TPACK (Voogt, Fisser, Pareja Roblin, Tondeur & van Braak, 2013) showed that the widespread use of the TPACK framework also has lead to different interpretations of the framework and questioned some of the underpinnings of TPACK. These different interpretations concern in particular on the way technology is understood and the nature of the knowledge that is communicated in the framework. We first use insights from the philosophy of technology to reflect on the implications of adding technology as a knowledge domain. Because TPACK aims to describe the knowledge base of teaching with technology, understandings on what teacher knowledge is and how this can be developed is addressed next. Finally we elaborate how teaching with technology can be developed, and particularly address learning technology by design.
Please use this url to cite or link to this publication:
author
organization
year
type
bookChapter
publication status
published
subject
keyword
TPACK, TPCK, Technology, ICT, Education, Instructional design, PCK
book title
Handbook of technological pedagogical and content knowledge (TPACK) for educators
editor
Mary C Herring, Matthew J Koehler and Punya Mishra
edition
2nd ed.
pages
33 - 52
publisher
Routledge
place of publication
New York, NY, USA
ISBN
9781317675044
9781317675051
DOI
10.4324/9781315771328
language
English
UGent publication?
yes
classification
B2
copyright statement
I have transferred the copyright for this publication to the publisher
VABB id
c:vabb:418471
VABB type
VABB-4
id
5974871
handle
http://hdl.handle.net/1854/LU-5974871
date created
2015-06-04 10:02:52
date last changed
2018-04-05 07:50:35
@incollection{5974871,
  abstract     = {In 2005 Koehler and Mishra (2005) introduced the term Technological Pedagogical Content Knowledge (TPCK, currently referred to as TPACK) as a conceptual framework to describe the knowledge base for teachers to effectively teach with technology. Since then TPACK was embraced by many scholars and practitioners. This chapter{\textquoteright}s reflections are based on developments in theoretical views on TPACK since its inception. An extensive review of the literature on TPACK (Voogt, Fisser, Pareja Roblin, Tondeur \& van Braak, 2013) showed that the widespread use of the TPACK framework also has lead to different interpretations of the framework and questioned some of the underpinnings of TPACK. These different interpretations concern in particular on the way technology is understood and the nature of the knowledge that is communicated in the framework. We first use insights from the philosophy of technology to reflect on the implications of adding technology as a knowledge domain. Because TPACK aims to describe the knowledge base of teaching with technology, understandings on what teacher knowledge is and how this can be developed is addressed next. Finally we elaborate how teaching with technology can be developed, and particularly address learning technology by design.},
  author       = {Voogt, Joke and Fisser, Petra and Tondeur, Jo and van Braak, Johan},
  booktitle    = {Handbook of technological pedagogical and content knowledge (TPACK) for educators},
  editor       = {Herring, Mary C and Koehler, Matthew J and Mishra, Punya},
  isbn         = {9781317675044},
  keyword      = {TPACK,TPCK,Technology,ICT,Education,Instructional design,PCK},
  language     = {eng},
  pages        = {33--52},
  publisher    = {Routledge},
  title        = {Using theoretical perspectives in developing understanding of TPACK},
  url          = {http://dx.doi.org/10.4324/9781315771328},
  year         = {2016},
}

Chicago
Voogt, Joke, Petra Fisser, Jo Tondeur, and Johan van Braak. 2016. “Using Theoretical Perspectives in Developing Understanding of TPACK.” In Handbook of Technological Pedagogical and Content Knowledge (TPACK) for Educators, ed. Mary C Herring, Matthew J Koehler, and Punya Mishra, 33–52. 2nd ed. New York, NY, USA: Routledge.
APA
Voogt, J., Fisser, P., Tondeur, J., & van Braak, J. (2016). Using theoretical perspectives in developing understanding of TPACK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical and content knowledge (TPACK) for educators (2nd ed., pp. 33–52). New York, NY, USA: Routledge.
Vancouver
1.
Voogt J, Fisser P, Tondeur J, van Braak J. Using theoretical perspectives in developing understanding of TPACK. In: Herring MC, Koehler MJ, Mishra P, editors. Handbook of technological pedagogical and content knowledge (TPACK) for educators. 2nd ed. New York, NY, USA: Routledge; 2016. p. 33–52.
MLA
Voogt, Joke, Petra Fisser, Jo Tondeur, et al. “Using Theoretical Perspectives in Developing Understanding of TPACK.” Handbook of Technological Pedagogical and Content Knowledge (TPACK) for Educators. 2nd ed. Ed. Mary C Herring, Matthew J Koehler, & Punya Mishra. New York, NY, USA: Routledge, 2016. 33–52. Print.