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Developing Preservice Teachers Technology Integration skills using TPACK
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, , Stockton University, United States

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

Abstract

This case study examined the utility in integrating the use of TPACK as a metric in determining the technology integration skills of preservice teachers taking an advanced technology integration course specifically developed for preservice teachers. Two groups of preservice teachers took part in this study. One group of preservice teachers was explicitly exposed to the TPACK (Technology, Pedagogy, and Content Knowledge) Framework and the other group was not. Analysis of the data showed the explicit group to have higher scores in Models of TPACK (.60), Overall TPACK (.80), Technology & Pedagogy Knowledge (TPK .56), Technology Knowledge (TK .60), Pedagogy Knowledge (PK .55), and Content Knowledge (CK .32). The findings suggest the explicit group to produce overall gains in their technology integration as measured in the TPACK assessment and reflections. The non-explicit group did however show more improvement in TCK (.82) and PCK (.71) for reasons unclear in this study.

Citation

Caro, R. & Harvey, D. (2016). Developing Preservice Teachers Technology Integration skills using TPACK. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2796-2801). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

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