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Using TPACK as a Framework to Understand Teacher Candidates' Technology Integration Decisions
ARTICLE

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Journal of Computer Assisted Learning Volume 28, Number 6, ISSN 1365-2729 Publisher: Wiley

Abstract

This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate how and why they would integrate technology in three content teaching design tasks. Researchers identified themes from student rationales that mapped to the TPACK constructs. Rationales simultaneously supported subcategories of knowledge that could be helpful to other researchers trying to understand and measure TPACK. The research showed significant student growth in the use of rationales grounded in content-specific knowledge and general pedagogical knowledge, while rationales related to general technological knowledge remained constant. (Contains 8 tables and 5 figures.)

Citation

Graham, C.R., Borup, J. & Smith, N.B. (2012). Using TPACK as a Framework to Understand Teacher Candidates' Technology Integration Decisions. Journal of Computer Assisted Learning, 28(6), 530-546. Wiley. Retrieved April 25, 2019 from .

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Cited By

  1. We Aren’t There Yet: A Progression of Literature on TPACK Measures to Assess Technology Integration

    Man Su & Teresa Foulger, Arizona State University, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2534–2542

  2. Tracking T-dimensional TPACK in Elementary Preservice and Clinical Teachers

    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

  3. Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching

    Mohammed Debbagh & W. Monty Jones, Virginia Commonwealth University, United States, United States

    Journal of Educational Multimedia and Hypermedia Vol. 27, No. 1 (January 2018) pp. 43–62

  4. Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching

    Mohammed Debbagh & W. Monty Jones, Virginia Commonwealth University, United States, United States

    EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 739–751

  5. Exploring Changes in Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) and TPACK of Pre-service, Special Education Teachers Taking Technology-based Pedagogical Course

    Aleksandra Kaplon-Schilis, CUNY, The Graduate Center, United States; Irina Lyublinskaya, CUNY, College of Staten Island, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3296–3303

  6. App-lying TPACK: Integrating iPads into Instruction for Students with Mild Disabilities

    Susan Anderson, Robin Griffith & Lindy Crawford, Texas Christian University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2427–2433

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