{"title":"Between School and Home: TPACK-in-Practice in Elementary Special Education Contexts","authors":"S. Anderson, Kathleen B. Kyzar","doi":"10.1080/07380569.2022.2086738","DOIUrl":null,"url":null,"abstract":"Abstract This qualitative study traced the development and enactment of five elementary special education teachers’ technological, pedagogical, and content knowledge (TPACK) as they learned to use flexible digital tools and implemented them with students and their families before and during the COVID-19 pandemic. The findings highlight how changing contextual factors shaped the evolution of special educators’ TPACK for using Seesaw, which served as a “mesosystem tool” connecting school and home contexts. Teachers responded positively to Seesaw, relying on a variety of sources to cultivate their TPACK for using it. Key areas of TPACK application in the special education context included multi-modal learning, motivation/engagement, assessment, feedback, adaptation, and school-home communication. Recognizing how teachers develop and apply TPACK in different contexts broadens understanding of teacher knowledge development and informs efforts to support the use of digital communication tools in special education settings.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMPUTERS IN THE SCHOOLS","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/07380569.2022.2086738","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
Abstract
Abstract This qualitative study traced the development and enactment of five elementary special education teachers’ technological, pedagogical, and content knowledge (TPACK) as they learned to use flexible digital tools and implemented them with students and their families before and during the COVID-19 pandemic. The findings highlight how changing contextual factors shaped the evolution of special educators’ TPACK for using Seesaw, which served as a “mesosystem tool” connecting school and home contexts. Teachers responded positively to Seesaw, relying on a variety of sources to cultivate their TPACK for using it. Key areas of TPACK application in the special education context included multi-modal learning, motivation/engagement, assessment, feedback, adaptation, and school-home communication. Recognizing how teachers develop and apply TPACK in different contexts broadens understanding of teacher knowledge development and informs efforts to support the use of digital communication tools in special education settings.
期刊介绍：
Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
