Niess, M. L. (2018). Online TPACK learning trajectory tools and processes. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications (pp. 987-1004). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5631-2.ch044

Abstract:

“A multiple case, descriptive study provides research insights for illuminating the tools and processes in the online TPACK learning trajectory situated in a social metacognitive constructivist instructional framework for graduate coursework. In this course, inservice K-12 teachers relearn, rethink, and redefine teaching and learning for developing a 21st century literacy significantly influenced by the proliferation and societal acceptance of multiple digital technologies. The research examination identifies insights about the incorporation of the key tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) in the online learning trajectory for reframing teachers’ Technological Pedagogical Content Knowledge (TPACK). Three themes reveal how the online learning trajectory relies on these tools and processes for enhancing the participants’ learning: the tools and processes are needed for constructing knowledge, for transitioning the participant’s thinking as a student to that of a teacher, and for recognizing the value of pedagogical strategies for teaching and learning with technologies.”