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

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2022-10-02 DOI:10.1080/07380569.2022.2086738

S. Anderson, Kathleen B. Kyzar

引用次数: 2

Abstract

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.

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在学校与家之间:小学特殊教育情境下tpack的实践

本定性研究追踪了五名小学特殊教育教师在COVID-19大流行之前和期间学习使用灵活的数字工具并将其应用于学生及其家庭的过程中，技术、教学和内容知识(TPACK)的发展和制定。研究结果强调了不断变化的环境因素如何影响特殊教育者使用跷跷板的TPACK的演变，跷跷板作为连接学校和家庭环境的“中系统工具”。教师对Seesaw反应积极，依靠各种资源培养自己的TPACK来使用Seesaw。TPACK在特殊教育背景下应用的关键领域包括多模式学习、动机/参与、评估、反馈、适应和学校与家庭的交流。认识到教师如何在不同的环境中发展和应用TPACK，拓宽了对教师知识发展的理解，并为支持在特殊教育环境中使用数字通信工具的努力提供了信息。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.