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Building Technological, Pedagogical Content Knowledge(TPACK) Among Pre-service Teachers In a Science Methods Course PROCEEDINGS

, Pfeiffer University-Assistant Professor of Education/University of Florida-Doctoral Candidate, United States

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study aims to investigate the timely problem of selecting appropriate technology tools to support instruction. The teaching strategies and learning activities throughout a science methods course were studied to determine an effective sequence of lessons to develop the technological, pedagogical, content knowledge (TPACK) of pre-service teachers. The TPACK framework arms teachers with the knowledge and practices of lesson plan development to enable them to keep up with the changes in technology by keeping the focus on sound instructional design first and then the selection of technology tools that have the specific capabilities to support the learning task designed. Data collection methods employed include qualitative and quantitative data sets in the form of a researcher reflection journal, student reflections and interviews, pre and post surveys, and pre and post lesson plan artifacts. Analysis methods include preset and emergent coding.

Citation

Lowder, L. (2013). Building Technological, Pedagogical Content Knowledge(TPACK) Among Pre-service Teachers In a Science Methods Course. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1755-1760). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2018 from .

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