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An International Investigation of TPACK

, University of Southern Queensland, Australia ; , Western Galilee College, Israel

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


Effective technology integration requires knowledge and skills of three key interdependent knowledge areas: pedagogical content knowledge, technology content knowledge and technological pedagogical knowledge. At the intersection of all these knowledge areas is Technological Pedagogical and Content Knowledge or TPACK. From the analysis of the data from an online survey completed by pre-service teachers in Australia and Israel, the authors will share similarities and differences of TPACK across two international universities.

The aim of this research was to identify if there are any contextual differences between the levels of TPACK in pre-service teachers from the two different countries.
This paper presents implications for teacher education programs that may be relevant in multiple contexts. The following are outcomes of the research. First, pre-service teachers are provided with a wealth of experiences using technology in their learning and in designing learning experiences in their course work. Second, pre-service teachers need to have opportunities to apply the theory of TPACK in the design of their lessons and learning tasks in their professional experience. Third, pre-service teachers have low confidence in TK and TPK. Finally, there is limited difference in the experience and confidence of pre-service teachers in TPACK irrespective of location.


Redmond, P. & Peled, Y. (2015). An International Investigation of TPACK. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3384-3389). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 18, 2019 from .

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