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 provides a description of inservice teachers’ perceptions of their technological pedagogical content knowledge following a 9-month professional learning designed to improve teachers’ literacy instruction with young children. Participants created Venn diagrams of their TPACK knowledge using various sized-circles and overlaps and provided elucidations of their use of circle and overlap sizes. Results of interpretation of the teachers’ Venn diagrams indicated that teachers’ perceptions were limited by their professional learning participation: TPACK was using tablet technology to deliver emergent literacy instruction in different contexts rather than more broadly defining TK, CK, and PK. Results from a TPACK component survey indicated that TPK and TPACK were the most well understood of the components with average scores of 4.44 and 4.33 (out of a possible 5), respectively. Thus, participating teachers were comfortable with the degree to which they integrated iPad technology into their teaching practices and their teaching of literacy content.
Ohlson, T., Wehry, S., Monroe-Ossi, H., McLemore, B., Maki, K. & Fountain, C. (2014). Assessing Inservice Teachers’ Perceptions of Their TPACK Development. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2598-2603). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)