A content, pedagogy and technology [CPT] approach to TPACK

Farah, M, Ireson, G ORCID: https://orcid.org/0000-0003-3471-2623 and Richards, R ORCID: https://orcid.org/0000-0001-6389-7706, 2016. A content, pedagogy and technology [CPT] approach to TPACK. Imperial Journal of Interdisciplinary Research (IJIR), 2 (12), pp. 1162-1170. ISSN 2454-1362

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Abstract

TPACK is a framework for the learning process in which educators combine Technological, Pedagogical and Content Knowledge to deliver the learning experience. Therefore, TPACK can be defined as a complex interaction between the
technology, pedagogy and content. TPACK expresses the overlap between these factors in a two-dimensional space, placing TPACK at the centre. Educators can place their teaching episode within this space and ask, if I place my delivery at this point is it the best point in the TPACK space? Secondly educators may ask how can the best point within the space be determined? The CPT model proposes an attempt to address these questions by recasting TPACK as a three-dimensional pseudo-vector space allowing expected
outcomes and observed outcomes to be analysed. For the study presented here our null hypothesis is: H0 = there is no significant difference between the observed and expected outcomes.

Item Type:	Journal article
Publication Title:	Imperial Journal of Interdisciplinary Research (IJIR)
Creators:	Farah, M., Ireson, G. and Richards, R.
Publisher:	Imperial Publishing House
Date:	2016
Volume:	2
Number:	12
ISSN:	2454-1362
Divisions:	Schools > School of Education
Record created by:	Linda Sullivan
Date Added:	06 Feb 2017 10:59
Last Modified:	03 Jul 2017 08:25
URI:	https://irep.ntu.ac.uk/id/eprint/30100

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