Special Issue: Technological Pedagogical Content Knowledge

This Special Issue is dedicated to advancing the theory as well as contrasting conceptual frameworks that inform and guide research in the area of technology integration in teaching and learning (Selfe, 1990; Zhao, 2003; Margerum-Rays & Marx, 2003; Niess, 2005; Angeli, 2005; Mishra & Koehler, 2006; Gess-Newsome, 1999). Selfe (1990) recognizes this need and indicates that “until we share some theoretical vision of this topic, we will never glimpse the larger picture that could give our everyday classroom efforts direction and meaning (p. 119).

Given that the knowledge base of the teaching profession is not adequately developed to guide teacher preparation in technology integration, researchers during the last five years initiated systematic research programs for the purpose of developing theory and models to ground research in the area of teacher cognition about technology integration (Margerum-Rays & Marx, 2003; Angeli & Valanides, 2005; Angeli & Valanides, 2009; Mishra & Koehler, 2006). Particularly, it is advocated that teachers need to develop a new body of knowledge, namely, technological pedagogical content knowledge (TPCK). TPCK constitutes an enrichment to Shulman’s (1986, 1987) pedagogical content knowledge (PCK), and is conceptualized as a body of knowledge that results from the interaction among different teacher knowledge bases, such as, knowledge about subject matter, pedagogy, learners, context, and technology. Studies on TPCK are worthy of consideration and critical examination from the research community at large, as they reflect a new direction in understanding the complex interactions among content, pedagogy, learners, context, and technology.

This special issue of the Journal of Educational Computing Research will focus on TPCK. The Guest Editors seek manuscripts that discuss, critique, and advance the theoretical conceptions of TPCK, or report data (quantitative, qualitative, or mixed) on methods of how to develop and assess TPCK. The issue strives to be international in scope.

Bibliography

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Angeli, C., & Valanides, N. (2005). Preservice teachers as ICT designers: An instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer-Assisted Learning21(4), 292–302.

Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education52, 154-168.

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Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record108(6), 1017–1054.

Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education21(5), 509–523.

Selfe, C. (1990). Technology in the english classroom: Computers through the lens of feminist pedagogy. In C. Handa (Ed.), Computers and community: Teaching composition in the twenty-first century (pp. 118–139). Portsmouth, NH: Boynton/Cook.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.

Zhao, Y. (Ed.). (2003). What should teachers know about technology? Perspectives and practices. Greenwich, CO: Information Age Publishing.