Scaffolding the TPCK Framework in Reading and Language Arts: New Literacies and New Minds

In his century old seminal essay, What Knowledge is of Most Worth?, social theorist Herbert Spencer stated that this question needed to be answered before designing curriculum or instruction. As we continue into the 21st century, Spencer’s compelling question is still front and center but now in the midst of fast-paced technological changes that are prompting new literacies. Perhaps in no other area is his question more provocative than in teacher education.     Mishra & Koehler (2006) assert that in teacher education, the successful teacher is one who can draw from content, pedagogy and technology, forming a technological pedagogical content knowledge (TPCK) framework—and that it is this knowledge that is of most worth.

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PROJECT TEAM

• Dr. Hiller Spires
  Co-Director
• John Lee
  Co-Director
• Tanya Watson
  Graduate Research Assistant
• Lisa Hervey
  Graduate Research Assistant
• Kimberly Turner
  Graduate Research Assistant
• Ashley Hoffman
  Graduate Research Assistant
• Eleni Lobene
  Graduate Research Assistant

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