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The Evolution of the Required Educational Technology Course

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Journal of Computing in Teacher Education Volume 25, Number 2, ISSN 1040-2454


University instructors discuss a required educational technology course in a teacher education program and the impact of two forces: (a) Technological Pedagogical and Content Knowledge, commonly known as TPACK (Misha & Koelher, 2006), and (b) action research data. Over the past two semesters, two new assignments have been instituted based on these two factors. Data revealed concerns on the part of some students: (a) resistance to collaborative work, and (b) concern about implementing this model of technology integration in their future classrooms. Finally, next steps to improve course assignments are discussed, as are efforts to place the course in a context in which it contributes to the transformation of other courses in the teacher licensure program. (Contains 3 figures.)


Wetzel, K., Foulger, T.S. & Williams, M.K. (2009). The Evolution of the Required Educational Technology Course. Journal of Computing in Teacher Education, 25(2), 67-71. Retrieved April 20, 2019 from .

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Cited By

  1. Preservice Teachers’ Ability to Identify Technology Standards: Does Curriculum Matter?

    Carrie Lewis, Minnesota State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 235–254

  2. Does the TPACK framework help to design a more engaging learning environment?

    Dorit Maor, Murdoch University, Australia; Pauline Roberts, School of Education, Murdoch University, Australia

    EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3498–3504

  3. Differentiating TPACK Development: Using Learning Activity Types with Inservice and Preservice Teachers

    Mark Hofer & Judith Harris, College of William and Mary, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3857–3864

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