Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK)
Computers & Education Volume 71, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
The purpose of this study is to describe an integrated pedagogical approach, aimed at advancing preservice teachers' learning on the use of technology and investigate its impact on participants' knowledge (i.e., TPACK) and practice. The integrated approach juxtaposes an educational technology course with methods courses and field experience through careful instructional design. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the Survey of Preservice Teachers' Knowledge of Teaching and Technology. Qualitative data were collected through open-ended survey responses and preservice teacher case narratives reporting on the design and implementation of technology-integrated lessons in a field placement. Finding revealed that participants experienced significant gains in all TPACK constructs. Further, findings indicated that participants applied their knowledge in practice though there was variability in the ways in which knowledge domains were represented in participants' narratives. Findings have implications for teacher education programs and for researchers interested in the development and assessment of preservice teacher knowledge of teaching with technology.
Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz Ozden, S. & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). Computers & Education, 71(1), 206-221. Elsevier Ltd.
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Robin Nelson, University of Texas at San Antonio, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2489–2498
The Impact of a Teacher Education Program Re-design on Technology Integration in Elementary Preservice Teachers: A Five Year Multi-Cohort Study
Guy Trainin & Laurie Friedrich, University of Nebraska-Lincoln, United States; Qizhen Deng, Boise State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 4 (December 2018) pp. 692–721
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