From Consumers to Creators: Adventure Learning and its Impacton Pre-Service Teachers’ TPACK and Technology Integration PROCEEDING
Joshua Ellis, Emily Dare, Michigan Technological University, United States ; Gillian Roehrig, University of Minnesota, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study utilizes an explanatory embedded case study methodology (Yin, 2014) to observe the effect of an Adventure Learning (AL) experience on pre-service K-12 science teachers’ TPACK and technology integration in the context of a graduate-level teacher licensure course. Participating teachers co-created lesson plans, instructional strategies, and an online learning environment for Chasing Aurora, a nascent AL project on astronomy education (Hechter & Macdonald, 2015). In all cases, participating teachers showed gains in their ability to identify specific strategies for enacting content-based technology integration, a hallmark of TPACK. Teachers also demonstrated a shift away from choosing technologies that replace or amplify current instructional practices toward those that promote transformational opportunities for learning. These results indicate an increase in teachers’ ability to identify and create pedagogically-grounded TPACK strategies for their future technology-integrated i
Ellis, J., Dare, E. & Roehrig, G. (2016). From Consumers to Creators: Adventure Learning and its Impacton Pre-Service Teachers’ TPACK and Technology Integration. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2834-2841). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2018 from https://www.learntechlib.org/primary/p/172096/.
© 2016 Association for the Advancement of Computing in Education (AACE)
Todd Cherner, Portland State University, United States; Kristal Curry, Coastal Carolina University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 2 (June 2017) pp. 268–290
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