Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development

Aaron Doering, George Veletsianos, Cassandra Scharber, Charles Miller

Research output: Contribution to journalArticlepeer-review

126 Scopus citations

Abstract

In this article we sought to understand how social studies teachers' metacognitive awareness of their technological, pedagogical, and content knowledge (TPACK) changed after their participation in a program that consisted of: (a) professional development for the use of an online learning environment; and (b) using an online learning environment in their classrooms. Inservice teachers who went through the TPACK-based program experienced considerable movement within the TPACK diagrammatic knowledge domains and expressed positive and encouraging comments regarding their knowledge domains portrayed within the TPACK framework. Quantitative and qualitative results are shared along with implications of designing professional development, online learning environments using TPACK, and advancing the TPACK framework itself.

Original languageEnglish (US)
Pages (from-to)319-346
Number of pages28
JournalJournal of Educational Computing Research
Volume41
Issue number3
DOIs
StatePublished - Jan 1 2009

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