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Building Pre-Service Teachers’ Knowledge of TPACK: A Study Replication and Extension PROCEEDINGS

, Asbury University, 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

Abstract

Teacher knowledge in educational technology has been prevalent in research over the past decade. Current investigations include how a teacher may create cohesion between content, pedagogy, and technology (Mishra and Koehler, 2006). An integration of these areas is perhaps crucial to instruction because the teacher aims to meet the needs of the student, resulting in learning gains. Described in this quasi-experimental study is the implementation of two methods of delivering instruction to pre-service teachers in educational technology. The primary investigator in this study developed an experimental intervention (TPACK Infusion Treatment) and a control intervention (Control Group). The methods were investigated to understand whether one method would lead pre-service teachers to a greater understanding of integrating technology, pedagogy, and content, as well as a greater inclination to utilize educational technologies. Results show no significant differences between the two groups.

Citation

Goodwin, A. (2014). Building Pre-Service Teachers’ Knowledge of TPACK: A Study Replication and Extension. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2809-2818). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2018 from .

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