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Effects of Learning with e-TPCK on Pre-service Teachers’ Technological Pedagogical Content Knowledge
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, University of Cyprus, Cyprus

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The author herein discusses the design of e-TPCK, a self-paced adaptive electronic learning environment that was integrated in a second-year educational technology course to engage pre-service teachers’ in rich learning experiences in order to develop their TPCK in a personalized way. The system deploys a technological solution that promotes teachers' ongoing TPCK development by engaging them in rich and valuable personalized learning experiences through the use of technology-infused design scenarios, while taking at the same time into account teachers’ diverse needs, information processing constraints, and preferences. Results from an experimental research design study revealed statistically significant differences between the control group and the experimental group in favor of the experimental group, signifying that students in the experimental group who learned with e-TPCK outperformed the students in the control group in terms of developing TPCK competencies.

Citation

Christodoulou, A. (2018). Effects of Learning with e-TPCK on Pre-service Teachers’ Technological Pedagogical Content Knowledge. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2012-2018). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 26, 2019 from .

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