Este artículo describe un marco de saberes docente para la integración de la tecnología denominado "Conocimiento Tecnológico y Pedagógico del Contenido"(originalmente TPCK, conocido como TPACK, Tecnología, Pedagogía y Conocimiento del Contenido). Este marco se basa en la construcción de Lee Shulman (1986, 1987) sobre Contenidos del Conocimiento Pedagógico (PCK) para incluir conocimientos tecnológicos. El desarrollo de TPACK por parte de los y las docentes es crítico para la enseñanza efectiva con tecnología. Este artículo comienza con una breve introducción a la compleja y débilmente estructurada naturaleza de la enseñanza. Se considera también la naturaleza de las tecnologías (ambas análogas y digital) como así también cómo la inclusión de la tecnología en la pedagogía complejiza la enseñanza. El marco TPACK para conocimientos docentes es decripto en detalle como una compleja interacción entre tres cuerpos de conocimientos: del contenido a enseñar, pedagógico y tecnológico. La interacción de estos tres cuerpos de saberes, tanto en teoría como en la práctica, produce el tipo de conocimiento flexible necesario para integrar exitosamente el uso de la tecnología en la enseñanza.

This paper introduces the efforts of the CEPSE/COE Design Studio at Michigan State University to design and implement synchromodal classes for the Educational Psychology and Educational Technology (EPET) Ph.D. program. Synchromodal classes refer to classes in which online and face-to-face students interact during shared synchronous sessions. Our efforts stem from the introduction of a hybrid Ph.D. program in the summer of 2010. In this paper, we describe the antecedents that led to the development of synchromodal classes. We then describe our strategy of a repeated cycle of designing, implementing, and adjusting our realization of synchromodal classes. We conclude by discussing the significance of synchromodal learning in the context of this case and possible future directions for our work.John Bell is an associate professor in the College of Education at Michigan State University and the director of the Design Studio. His research interests include abductive teaching and learning with technology as well as synchromodal (integrated online and face-to-face) classes. Sandra Sawaya is a doctoral student in the EPET program at Michigan State University and a member of the Design Studio. Her research interests are in adult mobile learning and designing technology-rich learning environments for higher education.William Cain is a doctoral student in the EPET program at Michigan State University and a member of the Design Studio. His research interests focus on disruptive and sustaining educational innovations, tech-rich designs for learning, pedagogy and situational creativity, and mobile augmented reality. OVERVIEW Orientation and ContextIn the summer of 2010, the EPET program at Michigan State University admitted the first cohort of students in its hybrid Ph.D. program. In the on-campus program, students are expected to attend classes and participate in teaching and research in-person on campus. Typically students move to the area for four to five years in order to complete the program. In contrast, the hybrid program is designed for educational professionals who already have full-time job commitments, whether or not they are close to campus. They are required to attend two-week sessions in person on campus for each of the first four summers of the program. The rest of their requirements can be completed online, although students are welcome to arrange additional time to be on campus.This paper reports on the ongoing efforts of the CEPSE/ COE Design Studio (CEPSE refers to the Department of Counseling, Educational Psychology, and Special Education, and COE refers to the College of Education) to help design learning models in which face-to-face and online studentsthat is, hybrid students during the online portion of their program-share the same rich learning experiences at the same time. It is important to note that the first author is the director of the Design Studio and the second and third authors serve dual roles as doctoral students in the EPET program and graduate assistants within the Design Studio.Working clo...

The origin of the interfacial exchange coupling that exists in NiFe-TbCo bilayer thin films has been investigated through high resolution Kerr microscopy and VSM studies. Based on these experimental observations, a new model of the exchange mechanism for in-plane, ferromagnetic-perpendicular ferrimagnetic materials is developed. It is proposed that the local anisotropy in the TbCo layer varies from in-plane at the interface to perpendicular at the top surface. The relative magnitude of the exchange effect calculated with average TbCo Ku values, agrees with experimental data. The predicted dependence of the exchange field on NiFe and TbCo layer thickness also fit the experimental data.

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