Building Technological, Pedagogical Content Knowledge(TPACK) Among Pre-service Teachers In a Science Methods Course PROCEEDINGS
Laura Lowder, 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
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.
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 https://www.learntechlib.org/primary/p/112204/.
© 2013 Association for the Advancement of Computing in Education (AACE)
- Blanchard, M.R., Harris, J., & Hofer, M. (2011, February). Science learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/ScienceLearningATs-Feb2011.pdf
- Bloom, B.S. (Ed.) (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: David McKay Company, Inc.
- Bruner, J.S. (1961). The act of discovery. Harvard Educational Review 31(1): 21 – 32.
- Dana, N.F., & Yendol-Silva (2003). The reflective educator ’ s guide to classroom research: teaching to learn through practitioner inquiry. Thousand Oaks, CA: Corwin Press.
- Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C.D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake,
- Harris, J., Grandgenett, N., & Hofer, M. (2010, March). Testing a TPACK-based technology integration assessment rubric. In Society for Information Technology& Teacher Education International Conference (Vol. 2010, No. 1, pp. 3833-3840).
- Mishra, P. & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054.
- Mishra. P. & Koehler, M.J. (2009). TPACK Reference Library. Accessed October 21st, 2012: http://tpck.org/tpck/index.php?title=Reference_Library
- Mishra, P., Koehler, M.J., & Kereluik, K. (2009). The song remains the same: Looking back to the future of educational technology. TechTrends, 53(5), 48-53.
- Rowan-Salisbury School System (2011). “ 21st Century Model Classroom”. Accessed online on November 29th, 2012: http://www.rss.k-12.nc.us/index.php/21century/21Century_2ndPage/category/21st_centur Y _home
- Schulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15(2), 4-14.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.