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An English Teacher’s Journey of Technology Integration: A Case Study
PROCEEDINGS

, Center for Technology in Learning and Teaching, Iowa State University, United States ; , 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 study investigates what and how Shannon, an English teacher, adopted what she learned in the technology for literacy course into her classrooms. Starting from being handed an iPad and told to use it to taking a course guided by the TPACK framework (Mishra & Koehler, 2006) and TPACK-in-Action model (Tai, 2013), Shannon went through an adventurous journey. Guided by a case study approach, data were collected from multiple data sources, including course projects, observations, and interviews. It showed that Shannon not only adopted what she learned in the course but also transformed it into actions. Shannon also demonstrated a number of TPACK competency, indicating that she was able to see beyond technology in solation but rather the interplay among technology, pedagogy, and content. In all, the findings indicate that helping teachers understand TPACK and employing TPACK-in-Action model might play an important part in preparing teachers to integrate technology, which informs teacher e

Citation

Tai, S.J.D. & Dzekoe, R. (2015). An English Teacher’s Journey of Technology Integration: A Case Study. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3444-3449). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 23, 2019 from .

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