Chauhan, P., & Kapila, V. (2023). Applying TPACK to design for robotics-enhanced learning. In P. Chauhan & V. Kapila (Authors), STEM education with robotics: Lessons from research and practice (pp. 141-168). Routledge. https://doi.org/10.4324/b23177

Abstract:

“Technological tools are extensively being incorporated in contemporary educational practice as a means to generate active learning environments and to foster student-centered experiences. The emergence of innovative technologies is often accompanied with a greater promise of stimulating and engaging learning experiences. Nonetheless, adapting technological tools for education without a careful consideration for disciplinary content, instructional approach, and student requirements may represent a superficial use of technology, leading to technocentric learning. Creating lessons that effectively incorporate technology necessitates engaging teachers in building their competence to employ technology for the teaching and learning of disciplinary content while also catering to their pedagogical needs. Technological, pedagogical, and content knowledge (TPACK) is a knowledge structure that seeks to exploit synergistic interactions among the domains of technology, pedagogy, and content. This chapter introduces the TPACK framework and illustrates that developing teachers’ understanding of the principles and practices of TPACK can enable them to design and implement curriculum that effectively leverages the affordances of technology tools. In addition to introducing the theoretical foundations of the framework, the chapter showcases several examples in which educational robotics plays the role of technology in TPACK formalism. Specifically, the chapter introduces examples of a professional development program that built teachers’ robotics-related TPACK and several robotics-infused science and math lessons grounded in the TPACK paradigm.”