In this paper we describe a science teacher preparation program, implemented in Greece, aiming at ICT integration in classroom practice. The development of this teacher preparation program was guided by the various components of Technological Pedagogical Content Knowledge (TPACK) while attempting to meet the professional development needs of science teachers. We begin with an overview of this t...

Introduction. Teaching and training are at the heart of the knowledge society where the continuing professional development of teachers and trainers provides the cornerstone for the development of a high quality education and training systems. The Aim of the Study. To identify a design of professional environment for teacher professional development on the prevailing pedagogical discourse. Mate...

“What shall I do with my students to help them understand this science concept? What materials are there to help me? What are my students likely to already know and what will be difficult for them? How best shall I evaluate what my students have learned?" These questions are common for every teacher, and central to describing the knowledge that distinguishes a teacher from a subject matter spec...

What should constitute knowledge bases that we expect our future teachers to gain related to pedagogically sound technology integration? Employing the Shulman’s teacher knowledge base as a theoretical lens, this study examined the complexity of pre-service teachers’ technological pedagogical content knowledge (TPCK) in the context of integrating problem based learning (PBL) and information and ...

Pedagogic strategies are action plans designed to manage issues related to sequencing and content organization, specifying learning activities, and deciding how to deliver content and activities in teaching processes. In this paper, we present an approach to personalization of pedagogical strategies in Intelligent Tutoring Systems using pedagogical knowledge rules in a Web environment. The adap...

The purpose of this study is to develop a survey of technological pedagogical and content knowledge (TPACK). The survey consists of seven subscales forming the TPACK model: 1) technology knowledge (TK), 2) pedagogy knowledge (PK), 3) content knowledge (CK), 4) technological pedagogical knowledge (TPK), 5) technological content knowledge (TCK), 6) pedagogical content knowledge (PCK), and 7) TPAC...

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work o...

Discovering knowledge from raw data is one of the goals of data mining. Yet, it is not always clear how this knowledge is used in educational computing systems and how exactly it is integrated with other knowledge like the pedagogy used. We present a case study where the use of the data mining results was initially described, to a large degree, at the implementation level, thus largely ignoring...

This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge (TPACK). The TPACK framework is an extension of the pedagogical content knowledge (Shulman, 1986). TPACK is the type of integrative and transformative knowledge teachers need for effective use of ICT in classrooms. As a framework for the design of teacher educa...