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(Group Leader: M. Fatih Taşar, Gazi Üniversitesi)
Educational technologies are advancing day by day and with today’s challenges, like the covid-19 pandemic, it is becoming an inevitable element in teachers’ armamentarium for effective teaching. However, teacher preparation and education for efficient use of available technologies are needed more than ever before. In the framework of Technological Pedagogical Content Knowledge (TPACK) teacher education researchers strive to identify and understand the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology-enhanced learning environment. Mishra and Koehler added technology as a modeling element to Lee Shulman’s Pedagogical Content Knowledge (PCK) construct. They proposed that addressing content knowledge, pedagogical knowledge, and technology knowledge concurrently provides a framework for technology integration in the curriculum.
The TPACK framework looks at the relationships between technology, pedagogy, and content. A teacher capable of negotiating these relationships represents a form of expertise different from, and (perhaps) broader than, the knowledge of a disciplinary expert (say a scientist or a musician or sociologist), a technology expert (a computer engineer) or an expert at teaching/pedagogy (an experienced educator).
The TPACK GTG members will work to contribute to our current understandings in the TPACK framework and solve existing problems by taking physics teachers’ needs and questions to the center.
More information on TPACK can be found on the following website: