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Content knowledge, pedagogy and technology in Singapore classrooms : an approach to integration and development
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This study draws attention to the wide gap that exists between policy articulation and the reality of technology integration in the classroom. It focuses on three case studies situated in a technology-rich environment in a Singapore school and uses the technological pedagogical content knowledge (or TPACK) framework as an analytic lens to explore how three teachers worked with technology specialists to effect change in their pedagogy and enhance their capacity for learning. The extent of pedagogical innovation was found to be dependent upon how open the teachers were to professional development, the time they spent on lesson preparation, their ability to design lessons to address their instructional problem, their content knowledge and reflexivity. A grounded theory approach was used to uncover teacher perceptions of knowledge construction and the pedagogical value that technology brings to the classroom. A holistic approach to integrating content knowledge, pedagogy and technology is presented as a means to further develop teachers’ capabilities and engender sustained technology use among practising teachers.
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LB1028.3 Tay
Appears in Collections:Doctor in Education (Ed.D.)

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