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Employing the TPACK Framework to Prepare Preservice Educators to Address Issues of Equity for Students with Special Needs
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, Elizabethtown College, 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

General educatilassrooms are increasing serving students with a wide range of learning needs. In order to facilitate the development of the complex set of skills required to ensure meaningful access and participation in authentic learning tasks for all students, the TPACK (Mishra & Koehler, 2006) framework was used to design courses in Special Education that expose preservice educators to innovative uses of technology to access the course content and help prepare participants to reach and ensure equity for all students. A mixed methods design examined the growth in self-reported TPACK over a two semester course of study in Special Education in one cohort of preservice teachers. In addition to the self-report measure, lesson plans were analyzed to investigate enacted TPACK as evidenced by the role of technology in the learning activities articulated in the plans.

Citation

Haley-Mize, S. (2016). Employing the TPACK Framework to Prepare Preservice Educators to Address Issues of Equity for Students with Special Needs. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2860-2863). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .

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References

  1. Giroux, H. (1993). Literacy and the politics of difference. In C. Lankshear and P.L. 367-377). Albany: SUNY.
  2. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 10171054.

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