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dc.contributor.authorOtrel-Cass, Kathrin
dc.contributor.authorKhoo, Elaine G.L.
dc.contributor.authorCowie, Bronwen
dc.identifier.citationOtrel-Cass, K., Khoo, E., & Cowie, B. (2012). Scaffolding with and through videos: An example of ICT-TPACK. Contemporary Issues in Technology and Science Teacher Education, 12(4), 369-390.en_NZ
dc.description.abstractIn New Zealand and internationally claims are being made about the potential for information and communication technologies (ICTs) to transform teaching and learning. However, the theoretical underpinnings explaining the complex interplay between the content, pedagogy and technology a teacher needs to consider must be expanded. This article explicates theoretical and practical ideas related to teachers’ application of their ICT technology, pedagogy, and content knowledge (TPACK) in science. The article unpacks the social and technological dimensions of teachers’ use of TPACK when they use digital videos to scaffold learning. It showcases the intricate interplay between teachers’ knowledge about content, digital video technology, and students’ learning needs based on a qualitative study of two science teachers and their students in a New Zealand primary school.en_NZ
dc.subjectNew Zealanden_NZ
dc.subjectprimary schoolen_NZ
dc.titleScaffolding with and through videos: An example of ICT-TPACKen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfContemporary Issues in Technology and Science Teacher Educationen_NZ

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