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Unpacking technological pedagogical ...

Lu, Colin.

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Unpacking technological pedagogical content knowledge for classroom practice = the Singapore experience /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Unpacking technological pedagogical content knowledge for classroom practice/ by Colin Lu, Wenli Chen.
Reminder of title:	the Singapore experience /
Author:	Lu, Colin.
other author:	Chen, Wenli.
Published:	Singapore :Springer Nature Singapore : : 2025.,
Description:	xvii, 233 p. :ill., digital ;24 cm.
[NT 15003449]:	Introduction -- ICT integration in Education -- Technological Pedagogical Content Knowledge -- Methodology -- Teachers TPACK Knowledge -- ICT Integrated Lesson Design -- ICT Integrated Lesson Enactment -- Alignment of teachers TPACK and Practices -- Conclusion and Discussion.
Contained By:	Springer Nature eBook
Subject:	Computer-assisted instruction. -
Online resource:	https://doi.org/10.1007/978-981-96-8193-8
ISBN:	9789819681938

Unpacking technological pedagogical content knowledge for classroom practice = the Singapore experience /
Lu, Colin.

Unpacking technological pedagogical content knowledge for classroom practicethe Singapore experience /[electronic resource] :by Colin Lu, Wenli Chen. - Singapore :Springer Nature Singapore :2025. - xvii, 233 p. :ill., digital ;24 cm.

Introduction -- ICT integration in Education -- Technological Pedagogical Content Knowledge -- Methodology -- Teachers TPACK Knowledge -- ICT Integrated Lesson Design -- ICT Integrated Lesson Enactment -- Alignment of teachers TPACK and Practices -- Conclusion and Discussion.

This book immerses readers in an illuminating exploration of Technological Pedagogical Content Knowledge (TPACK) within the context of professional development for educators. Based on a systematic examination of classroom realities, this research-intensive book delves into the intricate interplay between teachers' perceived TPACK proficiency, their lesson design, and the actual enactment of these lessons. It emphasizes the role of TPACK in empowering teachers to integrate Information and Communication Technology (ICT) effectively into their pedagogical practices, thereby enhancing 21st Century Competencies (21CC) in students. This book seeks to unravel the alignment-or potential misalignment-between educators' self-assessed TPACK levels and the practical application of TPACK principles in the classroom. It provides nuanced insights into the strategies employed by teachers, drawing from authentic classroom experiences. These insights serve as a bridge between TPACK theory and its effective integration into instructional practices. Engaging and thought-provoking, the various chapters invite readers on an academic journey that unearths practical insights and actionable strategies for enriching the educational experience in the digital era. This book represents a vital resource for educators, researchers, and policymakers dedicated to advancing technology integration in educational settings. It also extends its benefits to educators who have engaged in TPACK design scaffold professional development and those keen on navigating the dynamic landscape of pedagogy, content, and technology.

ISBN: 9789819681938

Standard No.: 10.1007/978-981-96-8193-8doiSubjects--Topical Terms:

519664
Computer-assisted instruction.

LC Class. No.: LB1028.5

Dewey Class. No.: 371.334

Unpacking technological pedagogical content knowledge for classroom practice = the Singapore experience /
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520 $a This book immerses readers in an illuminating exploration of Technological Pedagogical Content Knowledge (TPACK) within the context of professional development for educators. Based on a systematic examination of classroom realities, this research-intensive book delves into the intricate interplay between teachers' perceived TPACK proficiency, their lesson design, and the actual enactment of these lessons. It emphasizes the role of TPACK in empowering teachers to integrate Information and Communication Technology (ICT) effectively into their pedagogical practices, thereby enhancing 21st Century Competencies (21CC) in students. This book seeks to unravel the alignment-or potential misalignment-between educators' self-assessed TPACK levels and the practical application of TPACK principles in the classroom. It provides nuanced insights into the strategies employed by teachers, drawing from authentic classroom experiences. These insights serve as a bridge between TPACK theory and its effective integration into instructional practices. Engaging and thought-provoking, the various chapters invite readers on an academic journey that unearths practical insights and actionable strategies for enriching the educational experience in the digital era. This book represents a vital resource for educators, researchers, and policymakers dedicated to advancing technology integration in educational settings. It also extends its benefits to educators who have engaged in TPACK design scaffold professional development and those keen on navigating the dynamic landscape of pedagogy, content, and technology.
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