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The impact of field experience in technology-integrated classrooms on preservice teachers’ development of TPACK
PROCEEDINGS

, , Center for Technology in Learning & Teaching, Iowa State University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of the study is to investigate the impact field experiences, that are specifically targeted on using technology in PreK-12 educational contexts, have on preservice teachers in relation to their development of TPACK and as a result how prepared they are to integrate technology into their future classrooms. Participants are 15 preservice teachers enrolled in a 1-credit class offered for Learning Technologies Minor in a large Midwestern university. Participants need to complete 24 hours of visits to observe how PreK-12 educators interact with and teach using technology. Data are collected from surveys completed before and after field experiences, participants’ documentation of two observations framed in TPACK, their reflections after each visit, and the focus group interview to be conducted at the end of the semester. Data collected from the four sources will be analyzed to understand the impact field experiences in technology-integrated classrooms have on preservice teachers.

Citation

Tai, S.J.D. & Crawford, D. (2014). The impact of field experience in technology-integrated classrooms on preservice teachers’ development of TPACK. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2665-2668). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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Cited By

  1. Investigating the Relationship Between TPACK and the ISTE Standards for Teachers

    Josh DeSantis

    Issues and Trends in Educational Technology Vol. 4, No. 1 (Nov 14, 2016)

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