Source: Journal of Research on Technology in Education; Volume 41, No. 2; Winter 2008, p. 179-200
(Reviewed by The Portal Team)
In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K–12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively integrate technology in classroom work. This case study explores the three domains of teacher knowledge and their intersections in a sixth grade digital documentary project.
Specifically, the authors consider the following research questions:
* What types of teacher knowledge (content, pedagogical, and technological) are required to implement a digital moviemaking project?
* In what ways do these domains of knowledge intersect?
On the surface, the setting for the work (particularly the skilled teachers with whom the authors worked) seemed to be the “best-case scenario” for technology integration, and yet, challenges arose in the intersections of the domains of knowledge. This study explores the different areas of teacher knowledge in this project and provides directions for future work to further explore the notion of TPCK in practice.
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