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Beats Biblionetz - Begriffe

Technological Content Knowledge (TCK)Technological Content Knowledge

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Technological Content Knowledge, TCK

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Judith HarrisPunya MishraMatthew J. KoehlerTechnological Content Knowledge (TCK) includes an understanding of the manner in which technology and content influence and constrain one another.
Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge (2007) auf Seite 8
Dominik PetkoDies meint ein Wissen darüber, wie Technologie ein Fachgebiet und seine Themen prägt (z. B. wie sich die kulturelle Praxis des Lesens und Schreibens im Kontext digitaler Medien entwickelt und verändert).
Von Dominik Petko im Buch Einführung in die Mediendidaktik (2014) im Text Rahmenbedingungen in Schulen
Gerhard BrandhoferTechnological Content Knowledge steht für das Verständnis, wie und in welcher Form sich Technik und Inhalt beeinflussen und begrenzen. Von den Lehrenden wird ein Verständnis dafür erwartet, welche Technik für welchen Inhalt ihrer Domäne am besten geeignet ist und wie der Inhalt durch den Einsatz einer bestimmten Technik verändert wird (Koehler, 2012).
Von Gerhard Brandhofer in der Dissertation Lehr- / Lerntheorien und mediendidaktisches Handeln (2015) im Text Kompetenzmodelle zur Nutzung digitaler Medien durch Lehrende
Punya MishraMatthew J. KoehlerTechnological content knowledge (TCK) is knowledge about the manner in which technology and content are reciprocally related. Although technology constrains the kinds of representations possible, newer technologies often afford newer and more varied representations and greater flexibility in navigating across these representations. Teachers need to know not just the subject matter they teach but also the manner in which the subject matter can be changed by the application of technology.
Von Punya Mishra, Matthew J. Koehler im Text Technological Pedagogical Content Knowledge (2006) auf Seite 1028
Judith HarrisPunya MishraMatthew J. KoehlerTechnological content knowledge (TCK) includes an understanding of the manner in which technology and content influence and constrain one another. In planning for instruction, content and technology are often considered separately. It is assumed that developing content is what content experts do (i.e., historians develop history and physicists develop physics), whereas technologists develop technologies (e.g., hypertexts or overhead projectors) and technology integration strategies. When we think of subject matter that students study in school, we often do not think of curriculum content’s relationships to the digital and nondigital technologies that learners and teachers use. Historically, however, technology and knowledge have been deeply connected. New understandings in medicine, history, archeology, and physics have emerged, in part, from the development of new technologies that afford the representation and manipulation of information and ideas in novel and fruitful ways. Using new technologies (or existing technologies in new ways) can prompt fundamental changes in the nature of the disciplines themselves. Roentgen’s discovery of xrays, for example, changed both diagnostic processes and the nature of knowledge in medicine. The carbon-14 dating technique similarly revolutionized the field of archeology. Consider also how the advent of the digital computer changed the nature of physics and mathematics work, placing a greater emphasis upon the role of simulation in understanding phenomena.
Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types (2009)

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Judith HarrisPunya MishraMatthew J. KoehlerFirst, the advent of new technology has often changed fundamentally what we consider to be disciplinary content. In addition to the examples mentioned above, consider how the discovery of radiation changed the way we understand the evolution of life, while the invention of hypertext transfer (HTTP) and other Internet protocols dramatically changed the ways in which we live, work and communicate. Content shapes new technologies and new uses for existing technologies, while at the same time, the affordances and constraints of technologies shape disciplinary content.
Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge (2007) auf Seite 9
Judith HarrisPunya MishraMatthew J. KoehlerTeachers need to master more than the subject matter they teach. They must also have a deep understanding of the manner in which the subject matter—specifically, the kinds of content-based representations that can be constructed--can be changed by the application of different technologies, alone and in combination. Teachers must understand which technologies are best suited for addressing which types of subject-matter learning, and how content dictates or shapes the technological application - and vice versa. For this they need to understand the three key ways in which technology and content relate to one another.
Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge (2007) auf Seite 9
Judith HarrisPunya MishraMatthew J. KoehlerEffective teaching requires developing an understanding of the manner in which subject matter—specifically, the types of content-based representations that can be constructed within and across disciplines—can be changed by the use of different technologies. Teachers must understand which technologies are best suited for addressing which types of subject-matter, and how content dictates or shapes specific educational technological uses, and vice versa. We identify three ways in which technology and content have related to one another. First, the advent of new technology has often changed fundamentally what we consider to be disciplinary content. In addition to the examples above, consider how the discovery of radiation changed the way we understand the evolution of life, whereas the invention of hypertext transfer (HTTP) and other Internet protocols dramatically changed the ways in which we work and communicate. Content (be it physics or engineering or sociology) shapes new technologies and offers new uses for existing technologies, while at the same time the affordances and constraints of technologies shape how this content is represented, manipulated, and applied.
Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types (2009)
Judith HarrisPunya MishraMatthew J. KoehlerIn planning for instruction, content and technology are often considered separately, and therefore can be regarded as “Somebody Else’s Problem” (SEP). It is assumed that developing content is what content experts do (i.e., history is developed by historians and physics by physicists), while technologists develop technologies (e.g., hypertexts or overhead projectors) and technology integration strategies. Thus, when we think of subject matter that students study in school, we often do not think of the content’s relationships to the digital and nondigital technologies that learners and teachers use. However, historically, technology and knowledge have a deeply connected relationship. Progress in medicine, history, archeology and physics have emerged, in part, from the development of new technologies that afford the representation and manipulation of data in new and fruitful ways. They often have led to fundamental changes in the nature of the disciplines themselves. Roentgen’s discovery of X-Rays, for example, changed both diagnostic processes and the nature of knowledge in medicine. The Carbon-14 dating technique similarly revolutionized the field of archeology. Consider also how the advent of the digital computer changed the nature of physics and mathematics work, placing a greater emphasis upon the role of simulation in understanding phenomena.
Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge (2007) auf Seite 8

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Verwandte Begriffe
(Cozitation)
Technology KnowledgeTechnology Knowledge, Technological pedagogical content knowledge (TPCK)Technological pedagogical content knowledge, Technological Pedagogical Knowledge (TPK)Technological Pedagogical Knowledge, Pedagogical KnowledgePedagogical Knowledge, Content KnowledgeContent Knowledge

iconRelevante Personen

iconHäufig erwähnende Personen

iconHäufig co-zitierte Personen

Punya Mishra Punya
Mishra
Matthew J. Koehler Matthew J.
Koehler
L. Shulman L.
Shulman
Judith Harris Judith
Harris
K Yahya K
Yahya
Kevin Clark Kevin
Clark
Mark Hofer Mark
Hofer
Kim Boyd Kim
Boyd
Sharon Guan Sharon
Guan
Mario Kelly Mario
Kelly
Ann Thompson Ann
Thompson
Joel Colbert Joel
Colbert
Kultusministerkonferenz KMK
Kultusministerkonferenz
R. J. Spiro R. J.
Spiro
P. J. Feltovich P. J.
Feltovich
Edith Blaschitz Edith
Blaschitz
BMBF Bundesministerium für Bildung und Forschung BMBF
Bundesministerium für Bildung und Forschung
D. K. Andersen D. K.
Andersen

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iconErwähnungen Dies ist eine nach Erscheinungsjahr geordnete Liste aller im Biblionetz vorhandenen Werke, die das ausgewählte Thema behandeln.

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Verweise auf Technological Content Knowledge (TCK) 294333427233243
Webzugriffe auf Technological Content Knowledge (TCK) 10338421257115452225229419914256676426321610111121124363333634437431272
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