From socialisation to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning
Meng Yew Tee,Shuh Shing Lee +1 more
TLDR
The authors explored how an improvised, problem-based learning approach guided by the SECI framework can help in-service teachers to cultivate technological pedagogical content knowledge (TPACK), and found that teachers became better positioned to use TPACK more fruitfully after their mental models moved towards Biggs's Level 2 and 3 approaches in teaching.Abstract:
Recent studies on technology have shifted from the emphasis on technology skills alone to integrating pedagogy and content with technology - what Mishra and Koehler (2005) call technological pedagogical content knowledge (TPACK). Deeper understanding on how TPACK can be cultivated is needed. This design-based research explored how an improvised, problem-based learning approach guided by the SECI framework (socialisation, externalisation, combination, internalisation) can help in-service teachers to cultivate TPACK. Data were collected via self-progress surveys, reflections by the in-service teachers, student produced artifacts, records of overall course design, and log entries by the instructor. Based on the survey data, teachers believed that they had developed TPACK. By comparing the qualitative data from two groups, it was discovered that teachers became better positioned to use TPACK more fruitfully after their mental models moved towards Biggs's Level 2 and 3 approaches in teaching. The course created critical but safe opportunities for teachers to better understand that technology in itself is not likely to improve ineffective teaching practices; and, in selecting technology, teachers may have to reevaluate their teaching practices and to rethink the nature of the subject that they teach.read more
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The knowledge-creating company : how Japanese companies create the dynamics of innovation
TL;DR: In this article, Nonaka and Takeuchi argue that Japanese firms are successful precisely because they are innovative, because they create new knowledge and use it to produce successful products and technologies, and they reveal how Japanese companies translate tacit to explicit knowledge.
Teaching for quality learning at university
TL;DR: By J. Biggs and C. Tang, Maidenhead, England; Open University Press, 2007.
Journal Article
A review of technological pedagogical content knowledge
TL;DR: This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge and suggests more development and research of technological environments base on TPACK; study of students' learning conception with technology; and cross fertilization of TPACK with other theoretical frameworks related to the study of technology integration.
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Knowledge emergence : social, technical, and evolutionary dimensions of knowledge creation
TL;DR: Nonaka and Nishiguchi as discussed by the authors presented a conceptual framework for the continuous and self-transcending process of knowledge creation in business organizations, including the emergence of "Ba" and the concept of care.
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Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review
TL;DR: The authors conducted a systematic review of publications about the technological pedagogical content knowledge (TPACK) framework and found that context was included in descriptions, explanations, or operationalizations of TPACK among 36% of the 193 empirical journal articles examined.
References
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Discovery of Grounded Theory: Strategies for Qualitative Research
TL;DR: The Discovery of Grounded Theory as mentioned in this paper is a book about the discovery of grounded theories from data, both substantive and formal, which is a major task confronting sociologists and is understandable to both experts and laymen.
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Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
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Those Who Understand: Knowledge Growth in Teaching
TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
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The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation
Ikujiro Nonaka,Hirotaka Takeuchi +1 more
TL;DR: The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation as mentioned in this paper The Knowledge creating company is a knowledge-creating company that creates the dynamism of the Japanese economy.
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Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
Punya Mishra,Matthew J. Koehler +1 more