東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Analyzing Teachers' Technological Pe...

Camberos Rangel, Diana Minerva.

FindBook

Google Book

Amazon

博客來

Analyzing Teachers' Technological Pedagogical and Content Knowledge.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Analyzing Teachers' Technological Pedagogical and Content Knowledge./
作者:	Camberos Rangel, Diana Minerva.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	149 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
Contained By:	Dissertations Abstracts International81-09A.
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27666832
ISBN:	9781392643495

Analyzing Teachers' Technological Pedagogical and Content Knowledge.
Camberos Rangel, Diana Minerva.

Analyzing Teachers' Technological Pedagogical and Content Knowledge. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 149 p.

Source: Dissertations Abstracts International, Volume: 81-09, Section: A.

Thesis (Ed.D.)--The University of Texas at El Paso, 2019.

This item must not be sold to any third party vendors.

This qualitative study analyzes the ways a professional development course entitled Sol y Agua helped teachers to acquire technological, pedagogical, and content knowledge (TPACK) and to implement technology in their classroom. This study also analyzes the experiences teachers had in the workshop and the recommendations they had to improve the workshop. TPACK is a framework which denotes that teachers have a deep understanding of how to represent content using technology, and that the technology is used effectively to teach the content knowledge. Technology is integrated as a component of the teacher content knowledge and the teaching topic, and not as an accessory of it or a simple addition to it. For TPACK integration, it is required that teachers understand pedagogy, content, and technology, not in isolated but in combination with each other.This study uses the case study approach in order to explain how teachers perceive the Sol y Agua workshop through in-depth interviews, focus group interactions, and a survey that was used to evaluate teachers' experiences with the TPACK framework. The findings will impact the micro-level by giving the creators of Sol y Agua evidence to improve the workshop, as well as impact the macro-level by exposing TPACK elements that can be incorporated in future teacher professional development courses infused with technology.

ISBN: 9781392643495Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Computational thinking

Analyzing Teachers' Technological Pedagogical and Content Knowledge.
LDR:02541nmm a2200373 4500 001 2269885
005 20200921070352.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392643495
035 $a (MiAaPQ)AAI27666832
035 $a AAI27666832
040 $a MiAaPQ $c MiAaPQ
100 1 $a Camberos Rangel, Diana Minerva. $3 3547240
245 1 0 $a Analyzing Teachers' Technological Pedagogical and Content Knowledge.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 149 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
500 $a Advisor: Robertson, William.
502 $a Thesis (Ed.D.)--The University of Texas at El Paso, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This qualitative study analyzes the ways a professional development course entitled Sol y Agua helped teachers to acquire technological, pedagogical, and content knowledge (TPACK) and to implement technology in their classroom. This study also analyzes the experiences teachers had in the workshop and the recommendations they had to improve the workshop. TPACK is a framework which denotes that teachers have a deep understanding of how to represent content using technology, and that the technology is used effectively to teach the content knowledge. Technology is integrated as a component of the teacher content knowledge and the teaching topic, and not as an accessory of it or a simple addition to it. For TPACK integration, it is required that teachers understand pedagogy, content, and technology, not in isolated but in combination with each other.This study uses the case study approach in order to explain how teachers perceive the Sol y Agua workshop through in-depth interviews, focus group interactions, and a survey that was used to evaluate teachers' experiences with the TPACK framework. The findings will impact the micro-level by giving the creators of Sol y Agua evidence to improve the workshop, as well as impact the macro-level by exposing TPACK elements that can be incorporated in future teacher professional development courses infused with technology.
590 $a School code: 0459.
650 4 $a Educational technology. $3 517670
650 4 $a Vocational education. $3 539232
650 4 $a Educational evaluation. $3 526425
650 4 $a Teacher education. $3 3172312
653 $a Computational thinking
653 $a Technology
653 $a TPACK
653 $a Professional development course
690 $a 0710
690 $a 0747
690 $a 0530
690 $a 0443
710 2 $a The University of Texas at El Paso. $b Education. $3 1672061
773 0 $t Dissertations Abstracts International $g 81-09A.
790 $a 0459
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27666832