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Beats Biblionetz - Begriffe

Technological Pedagogical Knowledge (TPK)Technological Pedagogical Knowledge

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iconSynonyme

Technological Pedagogical Knowledge, TPK

iconDefinitionen

Beat Döbeli Honegger= Mediendidaktisches Wissen
Von Beat Döbeli Honegger, erfasst im Biblionetz am 10.08.2011
Dominik PetkoDies umfasst ein Wissen darüber, wie sich Bildungsprozesse durch Medien verändern bzw. wie sich mit Medien Bildungsprozesse gestalten lassen (z. B. was die Vorteile des Experimentierens mit digitalen Simulationen sind und welche Hilfestellungen hierbei hilfreich sein können).
Von Dominik Petko im Buch Einführung in die Mediendidaktik (2014) im Text Rahmenbedingungen in Schulen
Judith HarrisPunya MishraMatthew J. KoehlerTechnological pedagogical knowledge is an understanding of how teaching and learning change when particular technologies are used. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies. It requires building a deeper understanding of the constraints and affordances of particular technologies and the educational contexts within which they function best.
Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge (2007) auf Seite 7
Judith HarrisPunya MishraMatthew J. KoehlerTechnological pedagogical knowledge is an understanding of how teaching and learning change when particular technologies are used. This includes knowing the pedagogical affordances and constraints of a range of technological tools and resources as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies. Developing TPK requires building an understanding of the potential benefits and limitations of particular technologies as they can be applied within particular types of learning activities, as well as the educational contexts within which these technologically supported activities function best.
Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types (2009)
Punya MishraMatthew J. KoehlerTechnological pedagogical knowledge (TPK) is knowledge of the existence, components, and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies. This might include an understanding that a range of tools exists for a particular task, the ability to choose a tool based on its fitness, strategies for using the tool’s affordances, and knowledge of pedagogical strategies and the ability to apply those strategies for use of technologies. This includes knowledge of tools for maintaining class records, attendance, and grading, and knowledge of generic technology-based ideas such as WebQuests, discussion boards, and chat rooms.
Von Punya Mishra, Matthew J. Koehler im Text Technological Pedagogical Content Knowledge (2006) auf Seite 1028

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Judith HarrisPunya MishraMatthew J. KoehlerThe flexible use of tools becomes particularly important because most popular software programs are not designed for educational purposes. Software such as the Microsoft Office Suite (Word, PowerPoint, Excel, Entourage, and MSN Messenger) is designed for use in business environments. Web-based technologies such as blogs and podcasts are designed for purposes of entertainment, communication, and social networking. Teachers, therefore, must have the knowledge and skills that allow them to appropriate technologies for pedagogical purposes, so that they can use Excel, for example, to help children organize and analyze data, and they can create podcasts as ways to share constructed knowledge with others. Thus, TPK must include a forward-looking, creative, and open-minded seeking of technological application, not for its own sake, but for the sake of advancing student learning and understanding.
Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types (2009)
Judith HarrisPunya MishraMatthew J. KoehlerAn important aspect of TPK is the creative flexibility with available tools necessary in planning to use them for specific pedagogical purposes. Consider, for example, the whiteboard as an educational tool. Although this technology has been in use for a long time, its very nature in some ways presupposes the kinds of functions it can serve. Because it is usually placed in the front of the classroom and is therefore usually under the control of the teacher, its location and use impose a particular physical order upon the classroom, determining the placement of tables, chairs, and therefore students, thus framing the nature of student-teacher interaction. Yet it would be incorrect to say that there is only one way that whiteboards can be used. One has only to compare the use of a whiteboard in a brainstorming session in a design studio to see a rather different technological application. In this context, the whiteboard is not controlled by a single individual. Rather, it can be used by anybody on the collaborating team, and in this situation, it becomes the point around which discussion and the negotiation and construction of meaning occurs.
Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types (2009)
Judith HarrisPunya MishraMatthew J. KoehlerAn important part of TPK is developing creative flexibility with available tools in order to repurpose them for specific pedagogical purposes. Consider, for example, the whiteboard as an educational tool. Although this technology has been in use for a long time, its very nature in some ways pre-supposes the kinds of functions it can serve. Because it is usually placed in the front of the classroom and is therefore usually under the control of the teacher, its location and use impose a particular physical order upon the classroom, determining the placement of tables, chairs, and therefore students, thus framing the nature of student-teacher interaction. Yet it would be incorrect to say that there is only one way in which whiteboards can be used. One has only to compare the use of a whiteboard in a brainstorming meeting in a business setting to see a rather different use of this technology than what a traditional classroom implementation might appear to be. In such a setting, the whiteboard is not under the purview of a single individual, but rather it can be used by anybody in the group, and it becomes the focal point around which discussion and the negotiation/construction of meaning occurs.
Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge (2007) auf Seite 7

iconVerwandte Objeke

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Verwandte Begriffe
(Cozitation)
Technology KnowledgeTechnology Knowledge, Technological pedagogical content knowledge (TPCK)Technological pedagogical content knowledge, Technological Content Knowledge (TCK)Technological Content Knowledge, Pedagogical KnowledgePedagogical Knowledge, Content KnowledgeContent Knowledge
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Verwandte Aussagen
LehrerInnen benötigen Weiterbildung zur ICT-Nutzung im Unterricht (Didaktik).

iconRelevante Personen

iconHäufig erwähnende Personen

iconHäufig co-zitierte Personen

Punya Mishra Punya
Mishra
Matthew J. Koehler Matthew J.
Koehler
Judith Harris Judith
Harris
L. Shulman L.
Shulman
K Yahya K
Yahya
Sharon Guan Sharon
Guan
Mark Hofer Mark
Hofer
Joel Colbert Joel
Colbert
Kevin Clark Kevin
Clark
Mario Kelly Mario
Kelly
Ann Thompson Ann
Thompson
Kim Boyd Kim
Boyd
Kultusministerkonferenz KMK
Kultusministerkonferenz
Edith Blaschitz Edith
Blaschitz
BMBF Bundesministerium für Bildung und Forschung BMBF
Bundesministerium für Bildung und Forschung
Andreas Breiter Andreas
Breiter
Gerhard Brandhofer Gerhard
Brandhofer

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

iconAnderswo suchen Auch im Biblionetz finden Sie nicht alles. Aus diesem Grund bietet das Biblionetz bereits ausgefüllte Suchformulare für verschiedene Suchdienste an. Biblionetztreffer werden dabei ausgeschlossen.

iconBiblionetz-History Dies ist eine graphische Darstellung, wann wie viele Verweise von und zu diesem Objekt ins Biblionetz eingetragen wurden und wie oft die Seite abgerufen wurde.

Verweise auf Technological Pedagogical Knowledge (TPK) 26433347233233
Webzugriffe auf Technological Pedagogical Knowledge (TPK) 11321032422594675352411179108147161116246773415142719122033552544254542539976298
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