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Designed for Success: Exploring Pre-service Teachers’ Growth in TPACK after Taking a Redesigned Blended Technology Integration Course
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, , , , , Iowa State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study is to investigate pre-service teachers’ growth in TPACK after taking a redesigned blended technology integration course. The participants of the research are around 180 pre-service teachers enrolled in a technology integration course. The researchers of this study will collect and analyze data from a TPACK survey and one major course assignment, final course reflection paper to measure pre-service teachers’ self-reported growth in technology integration under the TPACK framework. We propose that the results from the study help the researchers not only map students’ growth in TPACK but also evaluate the effectiveness of the course redesign. Moreover, the findings will help the researchers further develop and improve the course design, as well as guiding instructors of other content area method courses better preparing pre-service teachers to integrate technology in their future classrooms using the TPACK framework.

Citation

Jin, Y., Jenner, A., Karakaya, O., Kramer, E. & Schmidt-Crawford, D. (2015). Designed for Success: Exploring Pre-service Teachers’ Growth in TPACK after Taking a Redesigned Blended Technology Integration Course. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3272-3275). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

Keywords

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