Abstract
Although the content and nature of teachers' practical and theoretical knowledge has continued to evolve since the mid to late 1970s, current conceptualizations of teacher knowledge do not adequately reflect the knowledge and skills teachers need to successfully navigate a technologically rich educational environment. This article summarizes traditional and contemporary organizational schemes for teacher knowledge and argues that lacking from our understanding of teacher knowledge is a new domain of expertise: pedagogical technology knowledge. The theoretical development of this new knowledge base includes consideration of instructional and classroom management issues, the interplay between content and technology, and pedagogically appropriate conceptions and uses of technology. The theoretical development of this knowledge base has the potential to inform practice, frame instruction, and stimulate the thinking of both teachers and researchers.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 249-267 |
| Number of pages | 19 |
| Journal | Journal of Educational Computing Research |
| Volume | 33 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2005 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Education
Cite this
Teacher knowledge and a new domain of EXPERTISE : Pedagogical technology knowledge. / Guerrero, Shannon M.
In: Journal of Educational Computing Research, Vol. 33, No. 3, 2005, p. 249-267.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Teacher knowledge and a new domain of EXPERTISE
T2 - Pedagogical technology knowledge
AU - Guerrero, Shannon M
PY - 2005
Y1 - 2005
N2 - Although the content and nature of teachers' practical and theoretical knowledge has continued to evolve since the mid to late 1970s, current conceptualizations of teacher knowledge do not adequately reflect the knowledge and skills teachers need to successfully navigate a technologically rich educational environment. This article summarizes traditional and contemporary organizational schemes for teacher knowledge and argues that lacking from our understanding of teacher knowledge is a new domain of expertise: pedagogical technology knowledge. The theoretical development of this new knowledge base includes consideration of instructional and classroom management issues, the interplay between content and technology, and pedagogically appropriate conceptions and uses of technology. The theoretical development of this knowledge base has the potential to inform practice, frame instruction, and stimulate the thinking of both teachers and researchers.
AB - Although the content and nature of teachers' practical and theoretical knowledge has continued to evolve since the mid to late 1970s, current conceptualizations of teacher knowledge do not adequately reflect the knowledge and skills teachers need to successfully navigate a technologically rich educational environment. This article summarizes traditional and contemporary organizational schemes for teacher knowledge and argues that lacking from our understanding of teacher knowledge is a new domain of expertise: pedagogical technology knowledge. The theoretical development of this new knowledge base includes consideration of instructional and classroom management issues, the interplay between content and technology, and pedagogically appropriate conceptions and uses of technology. The theoretical development of this knowledge base has the potential to inform practice, frame instruction, and stimulate the thinking of both teachers and researchers.
UR - http://www.scopus.com/inward/record.url?scp=33745778251&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33745778251&partnerID=8YFLogxK
U2 - 10.2190/BLQ7-AT6T-2X81-D3J9
DO - 10.2190/BLQ7-AT6T-2X81-D3J9
M3 - Article
AN - SCOPUS:33745778251
VL - 33
SP - 249
EP - 267
JO - Journal of Educational Computing Research
JF - Journal of Educational Computing Research
SN - 0735-6331
IS - 3
ER -