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What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge

Item

Title
What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
Abstract/Description
We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data from a faculty development design seminar in which faculty members worked together with masters students to develop online courses. We developed and administered a survey that assessed the evolution of student- and faculty-participants' learning and perceptions about the learning environment, theoretical and practical knowledge of technology, course content (the design of online courses), group dynamics, and the growth of TPCK. Analyses focused on observed changes between the beginning and end of the semester. Results indicate that participants perceived that working in design teams to solve authentic problems of practice to be useful, challenging and fun. More importantly, the participants, both as individuals and as a group, appeared to have developed significantly in their knowledge of technology application, as well as in their TPCK. In brief, learning by design appears to be an effective instructional technique to develop deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function.
Author/creator
Koehler, Matthew J.
Mishra, Punya
Date
2005
In publication
Journal of Educational Computing Research
Volume
32
Issue
2
Pages
131-152
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Language
en
Open access/full-text available
en Yes
Peer reviewed
en Yes
ISSN
0735-6331
DOI
10.2190/0EW7-01WB-BKHL-QDYV
URL
Official Publisher's Webpage (SAGE Journals)
Full-text PDF Shared by Author (ResearchGate)
Citation
Koehler, M. J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131–152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
Cited in
Design Thinking and the Learning Sciences: Theoretical, Practical, and Empirical Perspectives
Item sets
OB Citations - Design Thinking and the Learning Sciences

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