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Studying the dynamic transactional relationship among technology, pedagogy, and content
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Paper presented at the American Educational Research Association Annual Meeting (AERA) Denver, Colorado, 30 April to 4 May 2010
This paper highlights the importance of elaborating upon the nature of the dynamic transactional relationship existing among technology, pedagogy, and content in order to further our understanding of Technological Pedagogical Content Knowledge (TPCK). A theoretical perspective for informing the design of research to study the dynamic transactional relationship is proposed, based upon Dewey's view of knowledge as a construction that is located within the transaction between the person and the environment. In addition, the consideration of integrative-TPCK and transformative-TPCK is proposed as a means for characterizing the extent of transformation resulting from the interplay of technology, pedagogy, and content as well as to aid in the exploration of what using ICT in transformative ways entails.
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