Influence of context on the development of pedagogical technological knowledge of content (TPACK) of a university professor

The technological pedagogical content knowledge (TPACK) describes the complex interaction between content, pedagogy and technology. An indispensable part of the conceptual framework is the context, defined as a hierarchy of factors: microcontext, mesocontext and macrocontext. In particular,this stud...

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Detalles Bibliográficos
Autor principal: González, Norma Viviana
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2017
Materias:
conocimiento tecnológico pedagógico del contenido (TPACK)
contexto
profesor universitario.
technological pedagogical content knowledge (TPACK)
context
university professor
Acceso en línea:https://revistas.unc.edu.ar/index.php/vesc/article/view/17332
Aporte de:
Virtualidad, Educación y Ciencia de Universidad Nacional de Córdoba
id I10-R378-article-17332
record_format ojs
spelling I10-R378-article-173322021-09-21T18:32:01Z Influence of context on the development of pedagogical technological knowledge of content (TPACK) of a university professor Influencia del contexto en el desarrollo del conocimiento tecnológico pedagógico del contenido (TPACK) de un profesor universitario González, Norma Viviana conocimiento tecnológico pedagógico del contenido (TPACK) contexto profesor universitario. technological pedagogical content knowledge (TPACK) context university professor The technological pedagogical content knowledge (TPACK) describes the complex interaction between content, pedagogy and technology. An indispensable part of the conceptual framework is the context, defined as a hierarchy of factors: microcontext, mesocontext and macrocontext. In particular,this study sought to characterize the components and interactions of the context of a university professor. A structured survey, a personal interview and classroom observations were implemented. In general,the professor showed a positive attitude towards the inclusion of technologies in the classroom. The methodological prescriptions of the microcontext for her work influence the development of their TPACK.The training generated within the mesocontext is insufficient for this experienced professor. The macrocontext shows a low coordination between the national and university policies.The effective development of teachers' TPACK finds in the knowledge of the context a starting point to plan and develop actions leading to the effective integration of technology in higher education. El conocimiento tecnológico pedagógico del contenido (TPACK) describe la compleja interacción entre contenido, pedagogía y tecnología. Una parte indispensable del marco conceptual es el contexto, definido como una jerarquía de factores: microcontexto, mesocontexto y macrocontexto. Este estudio buscó, en particular, caracterizar los componentes e interacciones del contexto de una profesora universitaria. Se implementaron una encuesta, una entrevista y la observación de clases. La profesora mostró, en general, una actitud positiva hacia la inclusión de tecnologías en las aulas. Las prescripciones metodológicas del microcontexto influencian el desarrollo de su TPACK y las capacitaciones ofrecidas en su mesocontexto resultan insuficientes. En el macrocontexto se aprecia una baja coordinación entre las políticas nacionales y las de las universidades. El desarrollo efectivo del TPACK de los docentes encuentra, en el conocimiento del contexto, un punto de partida para planificar y desarrollar acciones conducentes a la integración efectiva de la tecnología en la educación superior. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2017-06-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/vesc/article/view/17332 10.60020/1853-6530.v8.n14.17332 Virtuality, Education and Science; Vol. 8 No. 14; 42-55 Virtualidad, Educación y Ciencia; Vol. 8 Núm. 14; 42-55 1853-6530 10.60020/1853-6530.v8.n14 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/17332/17055 Derechos de autor 2017 Norma Viviana González
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-378
container_title_str Virtualidad, Educación y Ciencia
language Español
format Artículo revista
topic conocimiento tecnológico pedagógico del contenido (TPACK)
contexto
profesor universitario.
technological pedagogical content knowledge (TPACK)
context
university professor
spellingShingle conocimiento tecnológico pedagógico del contenido (TPACK)
contexto
profesor universitario.
technological pedagogical content knowledge (TPACK)
context
university professor
González, Norma Viviana
Influence of context on the development of pedagogical technological knowledge of content (TPACK) of a university professor
topic_facet conocimiento tecnológico pedagógico del contenido (TPACK)
contexto
profesor universitario.
technological pedagogical content knowledge (TPACK)
context
university professor
author González, Norma Viviana
author_facet González, Norma Viviana
author_sort González, Norma Viviana
title Influence of context on the development of pedagogical technological knowledge of content (TPACK) of a university professor
title_short Influence of context on the development of pedagogical technological knowledge of content (TPACK) of a university professor
title_full Influence of context on the development of pedagogical technological knowledge of content (TPACK) of a university professor
title_fullStr Influence of context on the development of pedagogical technological knowledge of content (TPACK) of a university professor
title_full_unstemmed Influence of context on the development of pedagogical technological knowledge of content (TPACK) of a university professor
title_sort influence of context on the development of pedagogical technological knowledge of content (tpack) of a university professor
description The technological pedagogical content knowledge (TPACK) describes the complex interaction between content, pedagogy and technology. An indispensable part of the conceptual framework is the context, defined as a hierarchy of factors: microcontext, mesocontext and macrocontext. In particular,this study sought to characterize the components and interactions of the context of a university professor. A structured survey, a personal interview and classroom observations were implemented. In general,the professor showed a positive attitude towards the inclusion of technologies in the classroom. The methodological prescriptions of the microcontext for her work influence the development of their TPACK.The training generated within the mesocontext is insufficient for this experienced professor. The macrocontext shows a low coordination between the national and university policies.The effective development of teachers' TPACK finds in the knowledge of the context a starting point to plan and develop actions leading to the effective integration of technology in higher education.
publisher Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
publishDate 2017
url https://revistas.unc.edu.ar/index.php/vesc/article/view/17332
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last_indexed 2024-09-03T23:10:34Z
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