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Matthew J. Koehler
Researcher at Michigan State University
Publications - 135
Citations - 22343
Matthew J. Koehler is an academic researcher from Michigan State University. The author has contributed to research in topics: Educational technology & Professional development. The author has an hindex of 39, co-authored 134 publications receiving 19302 citations. Previous affiliations of Matthew J. Koehler include University of Wisconsin-Madison & Central Michigan University.
Papers
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Journal ArticleDOI
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
Punya Mishra,Matthew J. Koehler +1 more
TL;DR: In this paper, the authors propose a conceptual framework for educational technology by building on Shulman's formulation of pedagogical content knowledge and extend it to the phenomenon of teachers integrating technology into their pedagogy.
Journal Article
What is Technological Pedagogical Content Knowledge (TPACK)
Matthew J. Koehler,Punya Mishra +1 more
Journal Article
What Is Technological Pedagogical Content Knowledge
Matthew J. Koehler,Punya Mishra +1 more
TL;DR: The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology, which produces the types of flexible knowledge needed to successfully integrate technology use into teaching.
Journal ArticleDOI
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
TL;DR: In this article, the authors present a survey instrument designed to assess the development of Technological Pedagogical Content Knowledge (TPACK) for preservice teachers, based on Shulman's idea of pedagogical content knowledge.
Journal ArticleDOI
What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
Matthew J. Koehler,Punya Mishra +1 more
TL;DR: In this article, the authors report data from a faculty development design seminar in which faculty members worked together with masters students to develop online courses and report that participants perceived that working in design teams to solve authentic problems of practice to be useful, challenging and fun.