Disrupting the Traditional Student Role: Tech-Enabled Participation to Facilitate TPACK
Shannon Haley-Mize, Elizabethtown College, 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
This study is using a mixed methods case study design to critically examine instructional practices that exploit web based tools for teacher candidates’ participatory experiences. Preservice education courses were designed using the Technological Pedagogical Content Model (TPACK) framework in order to support acquisition of the complex, situated knowledge believed to be a prerequisite to powerful teaching that aligns the use of technology with teaching and learning (Mishra & Koehler, 2006). Twenty-eight preservice educators participated in a series of five Special Education courses in which Web 2.0 tools were embedded to create learning experiences that were participatory in nature and facilitated active knowledge construction through the repurposing of digital tools. This work evaluates three specific participatory practices: use of Storify for digital curation, backchanneling using Twitter, and creation of an online Personal Learning Network (PLN). Participants’ level of TPACK u
Haley-Mize, S. (2014). Disrupting the Traditional Student Role: Tech-Enabled Participation to Facilitate TPACK. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2511-2518). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from https://www.learntechlib.org/primary/p/131163/.
© 2014 Association for the Advancement of Computing in Education (AACE)
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