Niess, M. L. (2014). Transforming teachers’ knowledge:  Learning trajectories for advancing teacher education for teaching with technology.  In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 19-37). Springer. https://doi.org/10.1007/978-1-4899-8080-9_2

Abstract:

“Technological pedagogical content knowledge (identified by TPCK and/or TPACK) describes teachers’ knowledge for teaching with technologies. Four components illuminate teachers’ TPACK as the: (1) overarching conceptions of teaching content with technologies; (2) knowledge of students’ understanding, thinking and learning with technologies; (3) knowledge of curriculum and curriculum materials; (4) knowledge of instruction and instructional representations. Five levels of acceptance for teaching with technologies (recognizing, accepting, adapting, exploring, and expanding) describe teachers’ knowledge transformation for teaching with technology. These acceptance levels are examined by the four TPACK components to clarify the development of the knowledge, skills, and dispositions comprising teachers’ knowledge. Analysis of the four TPACK components in multiple research projects advocates learning trajectories for transforming teachers’ knowledge for teaching with technologies. Recommendations for the design of future educational programs highlight the importance of continued experiences for enhancing the habits of mind that support teachers in teaching with technologies.”