Tl.unlv.edu/sites/default/files/NARST2012_NMSLC_Paper_v3_posted.pdf. Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams - McDaniel - 2013 - Applied Cognitive Psychology. Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning - Fogleman - 2010 - Journal of Research in Science Teaching. Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. M.L.
Niess<img alt="Corresponding author contact information" src=" <img src=" alt="E-mail the corresponding author"> Department of Science and Mathematics Education, Oregon State University, Weniger 263, Corvallis, OR 97331, USA Available online 29 April 2005 Choose an option to locate/access this article: Check if you have access through your login credentials or your institution.
Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. A study of learning and motivation in a new media enriched environment for middle school science. Technological Pedagogical Content Knowledge. Introduction[edit] Technological Pedagogical Content Knowledge (TPACK) is a framework to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment.
The idea of pedagogical content knowledge (PCK) was first described by Lee Shulman (Shulman 1986) and TPACK builds on those core ideas through the inclusion of technology. Punya Mishra, professor, and Matthew J. SAMR Model - Technology Is Learning.