Goldilocks and TPACK: Is the Construct "Just Right?"

被引:109
作者
Brantley-Dias, Laurie [1 ]
Ertmer, Peggy A. [2 ]
机构
[1] Kennesaw State Univ, Instruct Technol Dept, Kennesaw, GA 30144 USA
[2] Purdue Univ, Dept Curriculum & Instruct, W Lafayette, IN 47907 USA
关键词
TPACK; Goldilocks Principle; content knowledge;
D O I
10.1080/15391523.2013.10782615
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In the education community, the Technological Pedagogical Content Knowledge (TPACK) framework has become a popular construct for examining the types of teacher knowledge needed to achieve technology integration. In accordance with Katz and Raths's "Goldilocks Principle" (cited in Kagan, 1990), TPACK, with its seven knowledge domains, may be too large (vague or ambiguous) of a construct to enable reasonable application. In this article, we provide a critical review of the TPACK construct and address the development, verification, usefulness, application, and appropriateness of TPACK as a way to explain the teacher cognition needed for effective technology integration. We make suggestions for returning to a simpler conceptualization to refocus our efforts on what teachers need to achieve meaningful technology-enabled learning.
引用
收藏
页码:103 / 128
页数:26
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