Unpacking Technological Pedagogical Content Knowledge for Classroom Practice : The Singapore Experience
Language: English
Published by Springer, 2026
- Softcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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Druck auf Anfrage Neuware - Printed after ordering - 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.…
Seller Inventory # 9789819681952
- Title
- Unpacking Technological Pedagogical Content Knowledge for Classroom Practice : The Singapore Experience
- Author
- Wenli Chen
- Publisher
- Springer
- Publication year
- 2026
- Condition
- Neu
- Binding
- Taschenbuch
- Language
- English
- ISBN 10
- 9819681952
- ISBN 13
- 9789819681952
- Item weight
- 388 grams
- Dimensions
- 235x155x14 mm
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.
"Synopsis" may belong to another edition of this title.
About the Author
Dr. Colin LU, an educator with the Ministry of Education (MOE) Singapore, specialises in technology mediated learning environments. Holding a Doctor in Education from the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore, Dr Lu has been involved in research in Technological Pedagogical Content Knowledge (TPACK), notably Information and Communications Technology (ICT) integration practice in school environs. This experience is complemented by close to 2 decades of professional experience as a school practitioner focusing on education in Singapore.
As a dedicated researcher, Dr Lu is committed to staying at the forefront of TPACK research.
Associate Professor CHEN Wenli is the Head of the Learning Sciences and Assessment (LSA) Academic Department at the National Institute of Education (NIE), Nanyang Technological University (NTU) Singapore. She specialises in Computer-Supported Collaborative Learning (CSCL) and learning analytics. Dr Chen’s interdisciplinary research bridges theory and practice by integrating learning sciences theories, pedagogical expertise, educational technologies, and learning analytics to design, implement, and sustain impactful collaborative learning environments.
Dr Chen has been invited as a keynote speaker at numerous international conferences, including the prestigious International Society of the Learning Sciences Annual Meeting 2024. She has received multiple Best Paper Awards from international conferences. She was awarded the Distinguished Researcher Award by the Asia-Pacific Society for Computers in Education. Additionally, she received the "Excellence in Research Commendation" from NIE in 2022, the "Excellence in Teaching Commendation" in 2015 and 2017, and the "Nanyang Education Award" from NTU in 2016.
Dr Chen serves as the founding co-editor-in-chief of the Journal of Computers in Education and the co-editor-in-chief of Learning: Research and Practice. She is also an Associate Editor for Instructional Science, Research and Practice in Technology-Enhanced Learning (SJR Tier 1), and an editorial board member for the International Journal of Computer-Supported Collaborative Learning.
"About the title" may belong to another edition of this title.
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