You are here:

Pre-Service Teachers Self-Assessing TPACK Using a Visual Quantitative Model
PROCEEDING

, Towson University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this study, pre-service teachers (PSTs) in an instructional technology course used a visual quantitative model to track their growth in the seven knowledge domains associated with Technological Pedagogical Content Knowledge (TPACK). Written reflections by the PSTs provided insights into self-reported ratings that improved, stayed constant, or declined. Preliminary findings indicate that PSTs’ growth in TPACK was often attributed to the applied and practical nature of course activities as well as the PSTs’ increased confidence with using technology. PSTs were also able to describe actionable next steps to further grow their TPACK in areas that were stagnant. While few PSTs reported areas where knowledge declined, it is speculated that this was a result of PSTs initial overestimate of their knowledge.

Citation

Tomayko, M. (2018). Pre-Service Teachers Self-Assessing TPACK Using a Visual Quantitative Model. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2123-2127). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

View References & Citations Map

References

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.