E-BOOKS AND TPACK What Teachers Need to Know

被引：8

作者：

Brueck, Jeremy S. ^{[1
]}

Lenhart, Lisa A. ^{[1
]}

机构：

[1] Univ Akron, Akron, OH 44325 USA

来源：

READING TEACHER | 2015年 / 68卷 / 05期

关键词：

Digital; media literacies; Information and communication technologies; New literacies; Strategies; methods; and materials; Instructional models; Instructional strategies; teaching strategies; Instructional technology; Teacher education; professional development; Graduate education; graduate programs; In-service; Preservice; Early childhood; Childhood; Early adolescence; Adolescence; College; university students;

D O I：

10.1002/trtr.1323

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Today's tech savvy young learners are equipped with a variety of technological tools used as easily as pencils and paper. Many reach for the laptop first when it's time to write or look for an ebook when it's time to read. Ebooks are increasingly viewed as an appropriate source for literacy exposure to books and reading by parents and educators, as net sales revenue from ebooks surpassed hardcover books in the first quarter of 2012 (Boog, 2012). As educators consider adopting ebooks as instructional resources, we must consider how to effectively merge content, pedagogy and technology in the early literacy classroom. In this article we discuss the emerging role of ebook technology in early reading instruction, along with describing how the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) can assist teachers in understanding the dynamic relationship between content, pedagogy and technology in the literacy classroom.

引用

页码：373 / 376

页数：4

共 5 条

[1]

Boog J., 2012, eBook revenues top hardcover

[2] Technological pedagogical content knowledge: A framework for teacher knowledge [J].