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Developing Effective Technological Pedagogical And Content Knowledge (TPACK) in PreK-6 Teachers
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, , , , Iowa State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study is to examine preservice teachers' development of and the complex interplay between teachnology, pedagogy and content knowledge (TPACK) with respect to teacher knowledge and practice. A longitudinal study has been designed to measure preservice teachers' knowledge development of TPACK throughout their teacher preparation program. Baseline data will be collected prior to preservice teachers' enrollment in a required, 3-credit technology course and then additional data will be collected from them when they complete the technology course, when they complete their methodology courses, and when they complete student teaching. Specifically, this paper describes the development of the survey that is designed to measure preservice teachers' attitudes, their self assessment of TPACK and their demonstration of TPACK.

Citation

Schmidt, D., Baran Sahin, E., Thompson, A. & Seymour, J. (2008). Developing Effective Technological Pedagogical And Content Knowledge (TPACK) in PreK-6 Teachers. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 5313-5317). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

Keywords

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Cited By

  1. Unpacking TPACK: reconsidering knowledge and context in teacher practice.

    Michael Phillips, Monash University, Australia; Matthew Koehler & Joshua Rosenberg, Michigan State University, United States; Benjamin Zunica, Monash University, Australia

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2422–2429

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