Making Tacit Knowledge and Practices More Explicit for the Development of TPACK

摘要: This action research study explored an approach to better facilitate the development of teachers’ technological pedagogical and content knowledge (TPACK). The combined problem-based learning (PBL) with Nonaka’s SECI framework (socialization, externalization, combination, internalization). Based on survey data, teachers believed that their TPACK had improved. Qualitative data derived from one groups also demonstrated improvement. initial understanding toward teaching tended put blame students, but this changed through a cycle feedback. Throughout these cycles, began focus more what could be done improve learning, and, as result, realize technology in itself is not likely ineffective practices. Consequently, use for became purposeful.