Guerrero, S.M. (2005) Teacher knowledge and a new domain of expertise: Pedagogical technology knowledge. Journal of Educational Computing Research, 33(3), p241-264.
While many researchers and educators have studied the application and use of technology in teaching and learning, little attention has been to developing a theoretical conceptualisation of the knowledge base necessary for teachers to successfully employ technology as part of their instructional repertoires.
With technology’s increased acceptance and presence as an educational and instructional tool in today’s school settings, it becomes glaringly obvious that contemporary conceptualizations of teachers’ formal knowledge have been remiss in their exclusion of a domain of knowledge directly related to technology and its use in the classroom.
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