Between School and Home: TPACK-in-Practice in Elementary Special Education Contexts

Autor/inn/en	Anderson, Susan E.; Kyzar, Kathleen B.
Titel	Between School and Home: TPACK-in-Practice in Elementary Special Education Contexts
Quelle	In: Computers in the Schools, 39 (2022) 4, S.323-341 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2022.2086738
Schlagwörter	Elementary School Teachers; Special Education Teachers; Pedagogical Content Knowledge; Technological Literacy; Educational Technology; Technology Uses in Education; COVID-19; Pandemics; School Closing; Distance Education; Context Effect; Online Courses; Family School Relationship; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Pädagogische Kompetenz; Technisches Wissen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Computerkonferenz
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01