Jimoyiannis A. (2015). TPACK 2.0: Towards a Framework Guiding Web 2.0 Integration in Educational Practice. In Dr. M.S. Khine (Ed.). New Directions in Technological Pedagogical Content Knowledge Research Multiple Perspectives (pp. 83-108). Charlotte, NC: Information Age Publishing. (original) (raw)
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Australasian Journal of Educational Technology, 2013
Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers' challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of technological pedagogical content knowledge and the authentic learning approach were the guiding principles that largely influenced the Web 2.0 pedagogical framework, which was designed and applied in this particular teacher preparation program. The program findings were encouraging as far as the participants' perceptions and beliefs towards educational Web 2.0 and the expected outcomes for the students. Implications and recommendations are drawn in relation to the use of the proposed Web 2.0 pedagogical framework to guide teachers' development and the effective implementation of Web 2.0 tools in the classroom to maximize benefits and enhance students' learning. Project phase Activities Week 1 Face-to-face session (4 hours) Zorko, V. (2009). Factors affecting the way students collaborate in a wiki for English language learning.
Australasian Journal of Educational Technology, 29(2), 248-267, 2013
Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers' challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of technological pedagogical content knowledge and the authentic learning approach were the guiding principles that largely influenced the Web 2.0 pedagogical framework, which was designed and applied in this particular teacher preparation program. The program findings were encouraging as far as the participants' perceptions and beliefs towards educational Web 2.0 and the expected outcomes for the students. Implications and recommendations are drawn in relation to the use of the proposed Web 2.0 pedagogical framework to guide teachers' development and the effective implementation of Web 2.0 tools in the classroom to maximize benefits and enhance students' learning. Zorko, V. (2009). Factors affecting the way students collaborate in a wiki for English language learning.
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The emergence of Web 2.0 technologies has transformed the way that people collect, organize and generate knowledge. Still, like most digital technologies, Web 2.0 tools are not being used to their full potential in classrooms. Using the framework of technological pedagogical and content knowledge (TPACK), we describe an empirically-based model of learner-centered professional development that shows promise to impact student learning by supporting the effective integration of Web 2.0 technologies in PK-12 classrooms.
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Technological literacy has become an unavoidable requirement in today's classroom. The importance of incorporating technology into traditional learning settings aims to create meaningful learning experiences while also cultivating positive perspectives and relationships with technology. While technological knowledge has become indispensable in most classrooms and has been incorporated into various curriculum and frameworks, the incorporation of technology in traditional teaching is accompanied by barriers and limitations based on preconceived notions of technology, school culture, and access to technology. This paper attempts to assist teachers/educators in understanding how Mishra and Koehler's Technology Pedagogical Content Knowledge (TPACK) model can resolve issues and help them overcome the monotony of the online teaching-learning process. The goal of this paper is to provide a brief overview of the TPACK model, examples of how the framework can be integrated with scienc...
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