Primary Teachers' Technological, Pedagogical and Content Knowledge
NAGIOS: RODERIC FUNCIONANDO

Primary Teachers' Technological, Pedagogical and Content Knowledge

DSpace Repository

Primary Teachers' Technological, Pedagogical and Content Knowledge

Show simple item record

dc.contributor.author Roig Vila, Rosabel
dc.contributor.author Mengual Andrés, Santiago
dc.contributor.author Quinto Medrano, Patricia
dc.date.accessioned 2016-03-07T07:17:21Z
dc.date.available 2016-03-07T07:17:21Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/10550/51721
dc.description.abstract The emergence of Information and Communication Technologies (ICTs) poses new educational challenges for teachers, to which it can respond from a consistent training model. This study has as its aim to analyze the technological, pedagogical and content knowledge needed for Primary Education teachers to integrate ICTs into teaching. A research work based on a quanti- tative non-experimental methodology which involved 224 Preschool and Primary Education teachers working in the province of Alicante (Spain) was performed with that aim. The important results showed that teachers are more knowledgeable in the peda- gogical and content fields than in technology, which means that their level of technological knowledge does not suffice to integrate ICTs into their teaching tasks. Significant differences were additionally identified between gender and years of experience, toget- her with the relationship between the fun use of technology and the knowledge of its essential aspects. Our findings confirm the need for a digital literacy campaign addressed to teachers, involving not only a technological type of training but also an overall pedagogical and content approach. This is in keeping with the TPACK model (Technological, Pedagogical and Content Know- ledge), which appears as a reference framework to be taken into account when it comes to teachers' professional development and its connection with the teaching-learning processes in the classroom wherever Information and Communication Tech- nologies are present.
dc.language.iso eng
dc.relation.ispartof Comunicar, 2015, vol. 45, num. 23, p. 145-149
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Roig Vila, Rosa Mengual Andrés, Santiago Quinto Medrano, Patricia 2015 Primary Teachers' Technological, Pedagogical and Content Knowledge Comunicar 45 23 145 149
dc.subject Educació
dc.title Primary Teachers' Technological, Pedagogical and Content Knowledge
dc.type info:eu-repo/semantics/article
dc.date.updated 2016-03-07T07:17:21Z
dc.identifier.doi http://dx.doi.org/10.3916/C45-2015-16
dc.identifier.idgrec 108838

View       (492.8Kb)

This item appears in the following Collection(s)

Show simple item record

Search DSpace

Advanced Search

Browse

Statistics