Niess, M. L. (2016). Transforming teachers’ knowledge for teaching with technologies: An online learning trajectory instructional approach. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (2nd ed., pp. 131-142). Routledge.
Abstract:
“This empirically-supported learning trajectory provides an “ordered network of experiences” teacher participants encountered in the online course directed toward TPACK development with respect to the role of teaching and learning with multimedia technologies. The learning trajectory used a social metacognitive constructivist framework, including tools (community of learners, reflection) and learning processes (inquiry, shared/individual knowledge development) as the platform for the course content and outcomes (TPACK development). The online instruction engaged participants in a pedagogical systems approach through ongoing inquiry, collaboration, communication, and reflection for thinking about teaching with technologies. The research study provided multiple case descriptions revealing three important themes.” (Prepublication version)