Technological Pedagogical Content Knowledge (TPACK)-Based Course Design in Preservice Social Studies Education PROCEEDINGS
Mark Hart, University of Florida, United States ; Swapna Kumar, University of Florida, Gainesville, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
An educational technology course for preservice social studies teachers was created based on technological pedagogical content knowledge (TPACK) (Mishra & Koehler, 2006) and refined based on the results of a TPACK- survey completed by students before the course began. The instructor was able to eliminate aspects correlating with high self-assessed knowledge and focus on areas which showed a perceived lack of knowledge. Results of this survey and this paper provide a snapshot of students’ perceived knowledge, according to TPACK components, prior to entering the teaching field while also demonstrating how course design can quickly be modified if the class curriculum has a TPACK foundation connected with a TPACK pre-class survey.
Hart, M. & Kumar, S. (2014). Technological Pedagogical Content Knowledge (TPACK)-Based Course Design in Preservice Social Studies Education. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2367-2375). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2018 from https://www.learntechlib.org/primary/p/131134/.
© 2014 Association for the Advancement of Computing in Education (AACE)
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