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Andrew P. Driska and Daniel R. Gould

Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.

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Jun-Hyung Baek, Emily Jones, Sean Bulger and Andrea Taliaferro

Content Knowledge: TCK, Technological Pedagogical Knowledge: TPK, and Technological Pedagogical Content Knowledge: TPACK). Despite the value of each knowledge type within the TPACK framework, many university courses and PDPs still focus primarily on TK ( Mishra & Koehler, 2006 ) and spend minimal time