Intersections of Micro-Level Contextual Factors and Technological Pedagogical Knowledge

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Author(s): Meredith J. C. Swallow (University of Maine, Farmington, USA)and Mia L. Morrison (University of Maine, Orono, USA)
Copyright: 2021
Pages: 24
Source title: Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning
Source Author(s)/Editor(s): Margaret L. Niess (Oregon State University, USA)and Henry Gillow-Wiles (Oregon State University, USA)
DOI: 10.4018/978-1-7998-7222-1.ch009

Keywords: Education / Information Science Reference / K-12 Education / Virtual Learning Environments

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Abstract

Context is an essential component of educator knowledge development and practice. When K-12 learning environments shifted from traditional schools and classrooms to remote learning, teacher knowledge of context was challenged as students were situated in varied and unpredictable settings. In this chapter, researchers examine the ways in which purposeful attention to technological pedagogical knowledge in teacher development and practice can influence the impact of fluctuations in micro level teaching contexts in remote learning environments. To provide direction in enhancing knowledge across contexts, the authors focus on the cross curricular learning skills of critical thinking, communication, collaboration, and creativity. Particular attention is given to learning activities that can span across contexts, grade levels, and subject areas.

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Intersections of Micro-Level Contextual Factors and Technological Pedagogical Knowledge

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