Considering How Teachers’ TPACK is Leveraged During the Mental Engineering of Instructional: A Theory of Action
Abstract: Herring et al. (2016) suggest that a discipline’s development of theory can be seen as scholars playing the “believing game” (cf. Elbow, 1973), in which a discipline accepts an idea or theory and attempts to apply it across settings, and the “doubting game,” in which a discipline challenges an idea or theory, questioning its assumptions in an attempt to improve - or replace - it. This paper aims to accomplish both by expanding previous work centered on the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2005) into a theory of action that introduces the concept of Mental Engineering of Instruction (MEI) as a way to address existing gaps in the literature and data (Angeli et al., 2016; Krauskopf, Zahn, & Hesse, 2015; Author, 2015). The theory of action attempts to explicate a model of how educators use their knowledge to enact reform oriented instruction integrated with technology in complex settings.
Presider: Antoinette Davis, Embry-Riddle Aeronautical University Worldwide