Developing New Schemas for Online Teaching and Learning: TPACK

Online education has grown dramatically over the past decade, as have the technology applications that support these environments. Although technology applications are an important consideration in online education, a comprehensive view of the online teaching and learning process is needed. The TPAC...

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Bibliographic Details
Published inJournal of online learning and teaching Vol. 6; no. 2; p. 482
Main Authors Ward, Cheryl L, Kushner Benson, Susan N
Format Journal Article
LanguageEnglish
Published Long Beach Multimedia Educational Resource for Learning and Online Teaching (MERLOT) 01.06.2010
Subjects
Colleges & universities
Distance learning
Educational Environment
Educational Strategies
Learning Processes
Literacy Education
Online instruction
Pedagogical Content Knowledge
Student Needs
Teacher Characteristics
Teaching
Teaching Methods
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Summary:Online education has grown dramatically over the past decade, as have the technology applications that support these environments. Although technology applications are an important consideration in online education, a comprehensive view of the online teaching and learning process is needed. The TPACK (Technological, Pedagogical, Content Knowledge) framework explains the complex relationship between content, pedagogy and technology knowledge and how these knowledge domains intersect to create the new kinds of knowledge needed to support online teaching and learning. Understanding TPACK may help instructors develop a new schema for transitioning from face-to-face to online teaching and learning. New schema development allows learners to incorporate new information and experiences into the framework of their pre-existing knowledge. Instructors can become more aware of the complexities of online course development, and they can realize the importance of developing competent consumers (learners). Institutions that provide time for individualized professional development, resources for initial course development, support for ongoing course modification, and systematic evaluation of learning outcomes facilitate the development of online instructors who use technology seamlessly to support content and pedagogy for 21st Century Learners.
ISSN:1558-9528