메뉴 건너뛰기




Volumn , Issue , 2015, Pages 440-465

Context and teaching with technology in the digital age

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84957085827     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4018/978-1-4666-8403-4.ch017     Document Type: Chapter
Times cited : (16)

References (95)
  • 1
    • 84881614604 scopus 로고    scopus 로고
    • Projecting educational psychology's future from its past and present: A trend analysis
    • K. R. Harris, S. Graham, & T. Urdan (Eds.), Washington, D.C.: American Psychological Association
    • Alexander, P. A., Murphy, P. K., & Greene, J. A. (2012). Projecting educational psychology's future from its past and present: A trend analysis. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook (pp. 1-31). Washington, D.C.: American Psychological Association.
    • (2012) APA educational psychology handbook , pp. 1-31
    • Alexander, P.A.1    Murphy, P.K.2    Greene, J.A.3
  • 2
    • 84876711966 scopus 로고    scopus 로고
    • The impact of urban district field experiences on four elementary preservice teacher's learning regarding technology integration
    • Retrieved from
    • An, H., & Shin, S. (2010). The impact of urban district field experiences on four elementary preservice teacher's learning regarding technology integration. Journal of Technology Integration in the Classroom, 2(3), 101-106. Retrieved from http://www.joti.us/
    • (2010) Journal of Technology Integration in the Classroom , vol.2 , Issue.3 , pp. 101-106
    • An, H.1    Shin, S.2
  • 3
    • 1542678418 scopus 로고    scopus 로고
    • Considering contexts in educational psychology: Introduction to the special issue
    • Anderman, L. H., & Anderman, E. M. (2000). Considering contexts in educational psychology: Introduction to the special issue. Educational Psychologist, 35(2), 67-68. doi:10.1207/S15326985EP3502_1
    • (2000) Educational Psychologist , vol.35 , Issue.2 , pp. 67-68
    • Anderman, L.H.1    Anderman, E.M.2
  • 4
    • 56249086803 scopus 로고    scopus 로고
    • Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK)
    • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. doi:10.1016/j.compedu.2008.07.006
    • (2009) Computers & Education , vol.52 , Issue.1 , pp. 154-168
    • Angeli, C.1    Valanides, N.2
  • 5
    • 84878314934 scopus 로고    scopus 로고
    • Technology Mapping: An Approach for Developing Technological Pedagogical Content Knowledge
    • Angeli, C., & Valanides, N. (2013). Technology Mapping: An Approach for Developing Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 48(2), 199-221. doi:10.2190/EC.48.2.e
    • (2013) Journal of Educational Computing Research , vol.48 , Issue.2 , pp. 199-221
    • Angeli, C.1    Valanides, N.2
  • 6
    • 79952727489 scopus 로고    scopus 로고
    • TPCK for impact: Classroom teaching practices that promote social justice and narrow the digital divide in an urban middle school
    • Banister, S., & Reinhart, R. V. (2011). TPCK for impact: Classroom teaching practices that promote social justice and narrow the digital divide in an urban middle school. Computers in the Schools, 28(1), 5-26. doi:10.1080/07380569.2011.551086
    • (2011) Computers in the Schools , vol.28 , Issue.1 , pp. 5-26
    • Banister, S.1    Reinhart, R.V.2
  • 7
    • 84873705733 scopus 로고    scopus 로고
    • Learning in context: Technology integration in a teacher preparation program informed by situated learning theory
    • Bell, R. L., Maeng, J. L., & Binns, I. C. (2013). Learning in context: Technology integration in a teacher preparation program informed by situated learning theory. Journal of Research in Science Teaching, 50(3), 348-379. doi:10.1002/tea.21075
    • (2013) Journal of Research in Science Teaching , vol.50 , Issue.3 , pp. 348-379
    • Bell, R.L.1    Maeng, J.L.2    Binns, I.C.3
  • 8
    • 84893737370 scopus 로고    scopus 로고
    • Principled practical knowledge: Not a bridge but a ladder
    • Bereiter, C. (2014). Principled practical knowledge: Not a bridge but a ladder. Journal of the Learning Sciences, 23(1), 4-17. doi:10.1080/10508406.2013.812533
    • (2014) Journal of the Learning Sciences , vol.23 , Issue.1 , pp. 4-17
    • Bereiter, C.1
  • 9
    • 84993730792 scopus 로고    scopus 로고
    • Comment: Educational research: The hardest science of all
    • Berliner, D. C. (2002). Comment: Educational research: The hardest science of all. Educational Researcher, 31(8), 18-20. doi:10.3102/0013189X031008018
    • (2002) Educational Researcher , vol.31 , Issue.8 , pp. 18-20
    • Berliner, D.C.1
  • 10
    • 33748087219 scopus 로고    scopus 로고
    • Educational psychology: Searching for essence throughout a century of influence
    • P. A. Alexander & P. H. Winne (Eds.), 2nd ed, New York, NY: Routledge
    • Berliner, D. C. (2006). Educational psychology: Searching for essence throughout a century of influence. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed., pp. 3-42). New York, NY: Routledge.
    • (2006) Handbook of Educational Psychology , pp. 3-42
    • Berliner, D.C.1
  • 11
    • 84957051131 scopus 로고    scopus 로고
    • Undoing the divide: Teachers and teacher educators as multicultural citizens
    • Retrieved from
    • Birmingham, K. A., Pineda, B., & Greenwalt, K. A. (2013). Undoing the divide: Teachers and teacher educators as multicultural citizens. Teacher Education Quarterly, 40(1), 45-62. Retrieved from http://www.teqjournal.org/
    • (2013) Teacher Education Quarterly , vol.40 , Issue.1 , pp. 45-62
    • Birmingham, K.A.1    Pineda, B.2    Greenwalt, K.A.3
  • 12
  • 14
    • 35348960586 scopus 로고    scopus 로고
    • R. M. Lerner & W. Damon (Eds.), 5th ed, Handbook of Child Psychology New York: Wiley
    • Bronfenbrenner, U., & Morris, P. (2006). In R. M. Lerner & W. Damon (Eds.), The bioecological model of human development (5th ed.; Vol. 1, pp. 793-828). Handbook of Child Psychology New York: Wiley.
    • (2006) The bioecological model of human development , vol.1 , pp. 793-828
    • Bronfenbrenner, U.1    Morris, P.2
  • 15
    • 84935412703 scopus 로고
    • Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings
    • Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178. doi:10.1207/s15327809jls0202_2
    • (1992) Journal of the Learning Sciences , vol.2 , Issue.2 , pp. 141-178
    • Brown, A.L.1
  • 16
    • 11144268309 scopus 로고    scopus 로고
    • Context in context
    • Burke, P. (1999). Context in context. Common Knowledge, 8(1), 152-177. doi:10.1215/0961754X-8-1-152
    • (1999) Common Knowledge , vol.8 , Issue.1 , pp. 152-177
    • Burke, P.1
  • 17
    • 84876697309 scopus 로고    scopus 로고
    • A review of technological pedagogical content knowledge
    • Retrieved from
    • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Journal of Educational Technology & Society, 16(2), 31-51. Retrieved from http://www.ifets.info/
    • (2013) Journal of Educational Technology & Society , vol.16 , Issue.2 , pp. 31-51
    • Chai, C.S.1    Koh, J.H.L.2    Tsai, C.C.3
  • 18
    • 84993660618 scopus 로고    scopus 로고
    • Design experiments in educational research
    • Cobb, P., Confrey, J., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13. doi:10.3102/0013189X032001009
    • (2003) Educational Researcher , vol.32 , Issue.1 , pp. 9-13
    • Cobb, P.1    Confrey, J.2    Lehrer, R.3    Schauble, L.4
  • 20
    • 1042291408 scopus 로고    scopus 로고
    • Design research: Theoretical and methodological issues
    • Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences, 13(1), 15-42. doi:10.1207/s15327809jls1301_2
    • (2004) Journal of the Learning Sciences , vol.13 , Issue.1 , pp. 15-42
    • Collins, A.1    Joseph, D.2    Bielaczyc, K.3
  • 21
    • 0035561849 scopus 로고    scopus 로고
    • High access and low use of technologies in high school classrooms: Explaining an apparent paradox
    • Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.
    • (2001) American Educational Research Journal , vol.38 , Issue.4 , pp. 813-834
    • Cuban, L.1    Kirkpatrick, H.2    Peck, C.3
  • 23
    • 84993683936 scopus 로고    scopus 로고
    • Design-based research: An emerging paradigm for educational inquiry
    • Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 30(1), 5-8.
    • (2003) Educational Researcher , vol.30 , Issue.1 , pp. 5-8
  • 25
    • 70350655950 scopus 로고    scopus 로고
    • Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development
    • Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319-346. doi:10.2190/EC.41.3.d
    • (2009) Journal of Educational Computing Research , vol.41 , Issue.3 , pp. 319-346
    • Doering, A.1    Veletsianos, G.2    Scharber, C.3    Miller, C.4
  • 26
    • 85008756763 scopus 로고    scopus 로고
    • Teacher technology change: How knowledge, confidence, beliefs, and culture intersect
    • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 256-284. doi:10.1080/15391523.2010.10782551
    • (2010) Journal of Research on Technology in Education , vol.42 , Issue.3 , pp. 256-284
    • Ertmer, P.A.1    Ottenbreit-Leftwich, A.T.2
  • 27
    • 84957070148 scopus 로고    scopus 로고
    • Expanding the notion of social context in educational technology research: Notes from the field
    • Retrieved from
    • Garrison, M. J. (2003). Expanding the notion of social context in educational technology research: Notes from the field. Welsh Journal of Education, 12(1), 26-39. Retrieved from http://www.ingentaconnect.com/content/uwp/wjoe
    • (2003) Welsh Journal of Education , vol.12 , Issue.1 , pp. 26-39
    • Garrison, M.J.1
  • 28
    • 4344699148 scopus 로고    scopus 로고
    • Social contexts, defensive pedagogies, and the (mis) uses of educational technology
    • Garrison, M. J., & Bromley, H. (2004). Social contexts, defensive pedagogies, and the (mis) uses of educational technology. Educational Policy, 18(4), 589-613. doi:10.1177/0895904804266643
    • (2004) Educational Policy , vol.18 , Issue.4 , pp. 589-613
    • Garrison, M.J.1    Bromley, H.2
  • 29
    • 84867691728 scopus 로고    scopus 로고
    • Sociocultural approaches to educational psychology: Theory, research, and application
    • K. R. Harris, S. Graham, & T. Urdan (Eds.), Washington, D.C.: American Psychological Association
    • Göncü, A., & Gauvain, M. (2012). Sociocultural approaches to educational psychology: Theory, research, and application. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook (pp. 123-152). Washington, D.C.: American Psychological Association.
    • (2012) APA Educational Psychology Handbook , pp. 123-152
    • Göncü, A.1    Gauvain, M.2
  • 31
    • 42549087793 scopus 로고    scopus 로고
    • (2nd ed.). New York, NY: W.W. Norton & Company.
    • Heine, S. J. (2011). Cultural psychology (2nd ed.). New York, NY: W.W. Norton & Company.
    • (2011) Cultural psychology
    • Heine, S.J.1
  • 32
    • 84886011142 scopus 로고    scopus 로고
    • Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model
    • Jang, S. J., & Tsai, M. F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 29(4), 566-580.
    • (2013) Australasian Journal of Educational Technology , vol.29 , Issue.4 , pp. 566-580
    • Jang, S.J.1    Tsai, M.F.2
  • 33
    • 80051815166 scopus 로고    scopus 로고
    • Three lessons learned
    • Kagan, J. (2011). Three lessons learned. Perspectives on Psychological Science, 6(2), 107-113. doi:10.1177/1745691611400205
    • (2011) Perspectives on Psychological Science , vol.6 , Issue.2 , pp. 107-113
    • Kagan, J.1
  • 34
    • 84957053659 scopus 로고    scopus 로고
    • Culturally sensitive teaching with technology: Implementing TPCK in culturally mixed contexts
    • R. Carlsen et al. (Eds.), Chesapeake, VA: AACE
    • Kelly, M. A. (2007). Culturally sensitive teaching with technology: Implementing TPCK in culturally mixed contexts. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & teacher Education International Conference 2007 (pp. 2199-2202). Chesapeake, VA: AACE.
    • (2007) Proceedings of Society for Information Technology & teacher Education International Conference 2007 , pp. 2199-2202
    • Kelly, M.A.1
  • 35
    • 79959795547 scopus 로고    scopus 로고
    • Bridging digital and cultural divides: TPCK for equity of access to technology
    • AACTE Committee on Innovation and Technology (Eds.), New York, NY: Routledge
    • Kelly, M. A. (2008a). Bridging digital and cultural divides: TPCK for equity of access to technology. In AACTE Committee on Innovation and Technology (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for educators (pp. 30-60). New York, NY: Routledge.
    • (2008) Handbook of Technological Pedagogical Content Knowledge (TPCK) for educators , pp. 30-60
    • Kelly, M.A.1
  • 36
    • 84886862106 scopus 로고    scopus 로고
    • Incorporating context into technological pedagogical content knowledgebased instructional designs
    • K. McFerrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Chesapeake, VA: AACE
    • Kelly, M. A. (2008b). Incorporating context into technological pedagogical content knowledgebased instructional designs. In K. McFerrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Proceedings of the Society Information Technology & teacher Education International Conference 2008 (pp. 5257-5262). Chesapeake, VA: AACE.
    • (2008) Proceedings of the Society Information Technology & teacher Education International Conference 2008 , pp. 5257-5262
    • Kelly, M.A.1
  • 37
    • 84885008269 scopus 로고    scopus 로고
    • Technological Pedagogical Content Knowledge (TPACK): A Content analysis of 2006-2009 print journal articles
    • D. Gibson & B. Dodge (Eds.), Chesapeake, VA: AACE
    • Kelly, M. A. (2010). Technological Pedagogical Content Knowledge (TPACK): A Content analysis of 2006-2009 print journal articles. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3880-3888). Chesapeake, VA: AACE.
    • (2010) Proceedings of Society for Information Technology & Teacher Education International Conference 2010 , pp. 3880-3888
    • Kelly, M.A.1
  • 40
    • 85009102305 scopus 로고    scopus 로고
    • The technological pedagogical content knowledge (TPACK) framework
    • J. M. Spector, M. D. Merrill, J. Ellen, & M. J. Bishop (Eds.), 4th ed, New York, NY: Springer
    • Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. (2014). The technological pedagogical content knowledge (TPACK) framework. In J. M. Spector, M. D. Merrill, J. Ellen, & M. J. Bishop (Eds.), Handbook of Research On Educational Communications and Technology (4th ed.; pp. 101-111). New York, NY: Springer. doi:10.1007/978-1-4614-3185-5_9
    • (2014) Handbook of Research On Educational Communications and Technology , pp. 101-111
    • Koehler, M.J.1    Mishra, P.2    Kereluik, K.3    Shin, T.S.4    Graham, C.5
  • 42
    • 84878116064 scopus 로고    scopus 로고
    • Identifying science teachers' perceptions of technological pedagogical and content knowledge (TPACK)
    • Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying science teachers' perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325-336. doi:10.1007/s10956-012-9396-6
    • (2013) Journal of Science Education and Technology , vol.22 , Issue.3 , pp. 325-336
    • Lin, T.C.1    Tsai, C.C.2    Chai, C.S.3    Lee, M.H.4
  • 43
    • 84901916492 scopus 로고    scopus 로고
    • TPACK-in-action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK)
    • Ling Koh, J. H., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29. doi:10.1016/j.compedu.2014.04.022
    • (2014) Computers & Education , vol.78 , pp. 20-29
    • Ling Koh, J.H.1    Chai, C.S.2    Tay, L.Y.3
  • 44
    • 84886792135 scopus 로고    scopus 로고
    • Exploring the instructional strategies of elementary school teachers when developing technological, pedagogical, and content knowledge via a collaborative professional development program
    • Liu, S. H. (2013). Exploring the instructional strategies of elementary school teachers when developing technological, pedagogical, and content knowledge via a collaborative professional development program. International Education Studies, 6(11), 58-68. doi:10.5539/ies.v6n11p58
    • (2013) International Education Studies , vol.6 , Issue.11 , pp. 58-68
    • Liu, S.H.1
  • 46
    • 84993808312 scopus 로고    scopus 로고
    • Design experiments and laboratory approaches to learning: Steps toward collaborative exchange
    • McCandliss, B. D., Kalchman, M., & Bryant, P. (2003). Design experiments and laboratory approaches to learning: Steps toward collaborative exchange. Educational Researcher, 32(1), 14-16. doi:10.3102/0013189X032001014
    • (2003) Educational Researcher , vol.32 , Issue.1 , pp. 14-16
    • McCandliss, B.D.1    Kalchman, M.2    Bryant, P.3
  • 47
    • 33744758928 scopus 로고    scopus 로고
    • Technological pedagogical content knowledge: A framework for teacher knowledge
    • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi:10.1111/j.1467-9620.2006.00684.x
    • (2006) Teachers College Record , vol.108 , Issue.6 , pp. 1017-1054
    • Mishra, P.1    Koehler, M.J.2
  • 49
    • 85012531621 scopus 로고    scopus 로고
    • Promoting urban teachers' understanding of technology, content, and pedagogy in the context of case development
    • Mouza, C. (2011). Promoting urban teachers' understanding of technology, content, and pedagogy in the context of case development. Journal of Research on Technology in Education, 44(1), 1-29. doi:10.1080/15391523.2011.10782577
    • (2011) Journal of Research on Technology in Education , vol.44 , Issue.1 , pp. 1-29
    • Mouza, C.1
  • 50
    • 79958699715 scopus 로고    scopus 로고
    • Retrieved December 10, 2014 from
    • National Governors Association. (2010). Common core state standards. Retrieved December 10, 2014 from http://www.corestandards.org/
    • (2010) Common core state standards
  • 51
    • 84878334985 scopus 로고    scopus 로고
    • Strengthening TPACK: A broader notion of context and the use of teacher's narratives to reveal knowledge construction
    • Porras-Hernández, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: A broader notion of context and the use of teacher's narratives to reveal knowledge construction. Journal of Educational Computing Research, 48(2), 223-244. doi:10.2190/EC.48.2.f
    • (2013) Journal of Educational Computing Research , vol.48 , Issue.2 , pp. 223-244
    • Porras-Hernández, L.H.1    Salinas-Amescua, B.2
  • 54
    • 84899186372 scopus 로고    scopus 로고
    • A Comprehensive Framework for Teacher Knowledge (CFTK): Complexity of individual aspects and their interactions
    • R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Hershey, PA: IGI Global
    • Ronau, R. N., & Rakes, C. R. (2011). A Comprehensive Framework for Teacher Knowledge (CFTK): Complexity of individual aspects and their interactions. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches (pp. 59-102). Hershey, PA: IGI Global.
    • (2011) Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches , pp. 59-102
    • Ronau, R.N.1    Rakes, C.R.2
  • 56
    • 85008770602 scopus 로고    scopus 로고
    • Technological Pedagogical Content Knowledge (TPACK) The development and validation of an assessment instrument for preservice Teachers
    • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPACK) The development and validation of an assessment instrument for preservice Teachers. Journal of Research on Technology in Education, 42(2), 123-149. doi:10.1080/15391523.2009.10782544
    • (2009) Journal of Research on Technology in Education , vol.42 , Issue.2 , pp. 123-149
    • Schmidt, D.A.1    Baran, E.2    Thompson, A.D.3    Mishra, P.4    Koehler, M.J.5    Shin, T.S.6
  • 57
    • 14744284163 scopus 로고    scopus 로고
    • The kappa statistic in reliability studies: Use, interpretation, and sample size requirements
    • Retrieved from PMID:15733050
    • Sim, J., & Wright, C. C. (2005). The kappa statistic in reliability studies: Use, interpretation, and sample size requirements. Physical Therapy, 85(3), 257-268. Retrieved from http://ptjournal.apta.org/ PMID:15733050
    • (2005) Physical Therapy , vol.85 , Issue.3 , pp. 257-268
    • Sim, J.1    Wright, C.C.2
  • 59
    • 11144334678 scopus 로고    scopus 로고
    • Reconstructing context: Negotiating the tension between exogenous and endogenous educational design
    • Tabak, I. (2004). Reconstructing context: Negotiating the tension between exogenous and endogenous educational design. Educational Psychologist, 39(4), 225-233. doi:10.1207/s15326985ep3904_4
    • (2004) Educational Psychologist , vol.39 , Issue.4 , pp. 225-233
    • Tabak, I.1
  • 60
    • 84957080922 scopus 로고    scopus 로고
    • Lights, camera, learn: When the set is as important as the actors
    • R. Luckin, S. Puntambekar, P. Goodyear, B. L. Granbowski, J. Underwood, & N. Winters (Eds.), New York, NY: Routledge
    • Tabak, I. (2014). Lights, camera, learn: When the set is as important as the actors. In R. Luckin, S. Puntambekar, P. Goodyear, B. L. Granbowski, J. Underwood, & N. Winters (Eds.), Handbook of Design in Educational Technology (pp. 397-405). New York, NY: Routledge. doi:10.4324/9780203075227.ch34
    • (2014) Handbook of Design in Educational Technology , pp. 397-405
    • Tabak, I.1
  • 61
    • 84874678663 scopus 로고    scopus 로고
    • The digital natives as learners: Technology use patterns and approaches to learning
    • Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12-33. doi:10.1016/j.compedu.2012.12.022
    • (2013) Computers & Education , vol.65 , pp. 12-33
    • Thompson, P.1
  • 62
    • 0034386146 scopus 로고    scopus 로고
    • Studying and understanding the instructional contexts of classrooms: Using our past to forge our future
    • Turner, J. C., & Meyer, D. K. (2000). Studying and understanding the instructional contexts of classrooms: Using our past to forge our future. Educational Psychologist, 35(2), 69-85. doi:10.1207/S15326985EP3502_2
    • (2000) Educational Psychologist , vol.35 , Issue.2 , pp. 69-85
    • Turner, J.C.1    Meyer, D.K.2
  • 63
    • 84863272016 scopus 로고    scopus 로고
    • Retrieved December 10, 2014 from
    • U.S. Census Bureau. (2010). 2010 census. Retrieved December 10, 2014 from http://www.census.gov/2010census/
    • (2010) 2010 census
  • 64
  • 65
    • 0004115808 scopus 로고
    • Cambridge, MA: Harvard University Press
    • Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
    • (1978) Mind in society
    • Vygotsky, L.S.1
  • 66
    • 77952576338 scopus 로고    scopus 로고
    • New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes
    • Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179-225. doi:10.3102/0091732X09349791
    • (2010) Review of Research in Education , vol.34 , Issue.1 , pp. 179-225
    • Warschauer, M.1    Matuchniak, T.2
  • 67
    • 84893465788 scopus 로고    scopus 로고
    • The similarities between research in education and research in the hard sciences
    • Wieman, C. E. (2014). The similarities between research in education and research in the hard sciences. Educational Researcher, 43(1), 12-14. doi:10.3102/0013189X13520294
    • (2014) Educational Researcher , vol.43 , Issue.1 , pp. 12-14
    • Wieman, C.E.1
  • 68
    • 33845536660 scopus 로고    scopus 로고
    • Studying teacher education programs: enriching and enlarging the inquiry
    • C. Conrad & R. C. Serlin (Eds.), Thousand Oaks, CA: Sage Publications
    • Zeichner, K. (2006). Studying teacher education programs: enriching and enlarging the inquiry. In C. Conrad & R. C. Serlin (Eds.), The Sage Handbook For Research In Education: Engaging Ideas and Enriching Inquiry (pp. 79-94). Thousand Oaks, CA: Sage Publications.
    • (2006) The Sage Handbook For Research In Education: Engaging Ideas and Enriching Inquiry , pp. 79-94
    • Zeichner, K.1
  • 69
    • 78149279095 scopus 로고    scopus 로고
    • Introduction: Settings for teacher education
    • M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), 3rd ed
    • Zeichner, K. (2008). Introduction: Settings for teacher education. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of Research on Teacher Education (3rd ed.; pp. 263-268).
    • (2008) Handbook of Research on Teacher Education , pp. 263-268
    • Zeichner, K.1
  • 70
    • 1542503160 scopus 로고    scopus 로고
    • Factors affecting technology uses in schools: An ecological perspective
    • Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807-840. doi:10.3102/00028312040004807
    • (2003) American Educational Research Journal , vol.40 , Issue.4 , pp. 807-840
    • Zhao, Y.1    Frank, K.A.2
  • 71
    • 84883478412 scopus 로고    scopus 로고
    • The imperative of contextual cognizance: Preservice teachers and community engagement in the schools and communities project
    • Retrieved from
    • Zygmunt-Fillwalk, E., Malaby, M., & Clausen, J. (2010). The imperative of contextual cognizance: Preservice teachers and community engagement in the schools and communities project. Teacher Education Quarterly, 2, 53-67. Retrieved from http://www.teqjournal.org/
    • (2010) Teacher Education Quarterly , vol.2 , pp. 53-67
    • Zygmunt-Fillwalk, E.1    Malaby, M.2    Clausen, J.3
  • 72
    • 36549025944 scopus 로고    scopus 로고
    • A methodological toolkit for the learning sciences
    • K. Sawyer (Ed.), Cambridge, MA: Cambridge University Press
    • Barab, S. A. (2006). A methodological toolkit for the learning sciences. In K. Sawyer (Ed.), Handbook of the Learning Sciences (pp. 153-170). Cambridge, MA: Cambridge University Press.
    • (2006) Handbook of the Learning Sciences , pp. 153-170
    • Barab, S.A.1
  • 78
    • 85012531621 scopus 로고    scopus 로고
    • Promoting urban teachers' understanding of technology, content, and pedagogy in the context of case development
    • Mouza, C. (2011). Promoting urban teachers' understanding of technology, content, and pedagogy in the context of case development. Journal of Research on Technology in Education, 44(1), 1-29. doi:10.1080/15391523.2011.10782577
    • (2011) Journal of Research on Technology in Education , vol.44 , Issue.1 , pp. 1-29
    • Mouza, C.1
  • 84
    • 11144339391 scopus 로고    scopus 로고
    • A commentary on design research
    • O'Donnell, A. M. (2004). A commentary on design research. Educational Psychologist, 39(4), 255-260. doi:10.1207/s15326985ep3904_7
    • (2004) Educational Psychologist , vol.39 , Issue.4 , pp. 255-260
    • O'Donnell, A.M.1
  • 86
    • 84993660881 scopus 로고    scopus 로고
    • What do new views of knowledge and thinking have to say about research on teacher learning?
    • Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15. doi:10.3102/0013189X029001004
    • (2000) Educational Researcher , vol.29 , Issue.1 , pp. 4-15
    • Putnam, R.T.1    Borko, H.2
  • 87
    • 84957051981 scopus 로고    scopus 로고
    • Technological pedagogical content knowledge and the context: An integrated model
    • K. McFerrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Chesapeake, VA: AACE
    • Reeve, R. (2008). Technological pedagogical content knowledge and the context: An integrated model. In K. McFerrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5310-5312). Chesapeake, VA: AACE.
    • (2008) Proceedings of Society for Information Technology & Teacher Education International Conference 2008 , pp. 5310-5312
    • Reeve, R.1
  • 93
    • 38849084775 scopus 로고    scopus 로고
    • The cognitive-situative divide and the problem of conceptual change
    • Vosniadou, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), 1-32. doi:10.1080/00461520709336918
    • (2007) Educational Psychologist , vol.42 , Issue.1 , pp. 1-32
    • Vosniadou, S.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.