Wednesday, March 8
3:20-3:40 PM
CST
Capitol F

Considering How Teachers’ TPACK is Leveraged During the Mental Engineering of Instructional: A Theory of Action

Brief Paper ID: 50954
  1. aaa
    Aaron Kessler
    Concordia University Chicago
  2. aaa
    Joshua Rosenberg
    Michigan State University

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

Topic

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