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Promoting and Assessing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Context of Case Development
ARTICLE

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Journal of Educational Computing Research Volume 48, Number 2, ISSN 0735-6331

Abstract

This study investigated the extent to which case development allowed pre-service teachers to recognize the interactions and integration of technology with content and pedagogy in their own practice. These interactions form the core of what has been called Technological Pedagogical Content Knowledge (TPACK), a distinct type of knowledge required for effective use of technology in classroom teaching. Data were collected from 58 pre-service teachers in the context of a teacher education program in the United States. Results indicated that case development provided a fruitful context for helping pre-service teachers bring together different knowledge bases to design and implement effective technology-integrated lessons. (Contains 2 figures and 4 tables.)

Citation

Mouza, C. & Karchmer-Klein, R. (2013). Promoting and Assessing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Context of Case Development. Journal of Educational Computing Research, 48(2), 127-152. Retrieved April 19, 2019 from .

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Cited By

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  2. Increasing Technology Usage Throughout Teacher Preparation: The Importance of Preservice Teachers' Acceptance

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  3. Access Is Not Enough: A Collaborative Autoethnographic Study of Affordances and Challenges of Teacher Educators’ iPad Integration in Elementary Education Methods Courses

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