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Investigating the Relationship Between TPACK and the ISTE Standards for Teachers

Issues and Trends in Educational Technology Volume 4, Number 1, Publisher: University of Arizona Libraries

Record type: ARTICLE

Abstract

Technology is rapidly changing American classrooms. This has profound implications for teacher preparatory institutions seeking to ready pre-service teachers to thrive in technology-integrated environments. Two frameworks have been developed that aide teacher-educators in designing programs that help pre-service teachers integrate technology during their instruction. The first, titled, Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006), primarily emphasizes what effective technology integrators know. The second, titled, the National Education Technology Standards for Teachers (International Society for Technology in Education, 2008), primarily emphasizes what effective technology integrators do. To this point, little progress has been made determining if relationships exist between these frameworks. This study explores the existence of a relationship between pre-service teachers\u2019 Technological Pedagogical Content Knowledge levels and their technology proficiencies described by the National Education Technology Standards for Teachers.https://dx.doi.org/10.2458/azu_itet_v4i1_desantis

Citation

DeSantis, J. (2016). Investigating the Relationship Between TPACK and the ISTE Standards for Teachers. Issues and Trends in Educational Technology, 4(1),. University of Arizona Libraries. Retrieved April 21, 2019 from .

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