Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Teachers’ understanding of Technological Pedagogical Content Knowledge is critical in accomplishing successful technology integration in teaching. This study investigated how in-service teachers’ beliefs about teaching and technology changed as a result of a set of educational technology summer courses, conducted both face to face and online. A single-group pretest-posttest design was used to examine how in-service teachers’ understanding of the relationships between technology, content, and pedagogy changed over the semester. Twenty-three graduate students completed both the pre-test survey and post-test survey on teachers’ knowledge of teaching and technology. The results of dependent t-tests on each of the twelve sub-scales suggested that students gained deeper and more complex understanding of technological pedagogical content knowledge.
Shin, T., Koehler, M., Mishra, P., Schmidt, D., Baran, E. & Thompson, A. (2009). Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4152-4159). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from https://www.learntechlib.org/primary/p/31309/.
- Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D.C. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York: Macmillan.
- Campbell, D.T., & Stanley, J.C. (1963). Experimental and quasi-experimental designs for research. Boston: Houghton Mifflin Company.
- Cochran, K.F., DeRuiter, J.A., & King, R.A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272.
- Fives, H., & Buehl, M.M. (2008). What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability. Contemporary Educational Psychology, 33, 134-176.
- Hughes, J. (2005). The role of teacher knowledge and learning experience informing technology-integrated pedagogy. Journal of Technology and Teacher Education, 13, 277-302.
- Koehler, M.J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32, 131-152.
- Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017-1054.
- Schmidt, D.A., Baran, E., Thompson, A.D., Koehler, M.J., Shin, T.S., & Mishra, P. (2009). Technology, pedagogy and content knowledge (tpck): The development and validation of an assessment instrument for preservice teachers. Paper accepted for presentation at American Educational Research Association (AERA) Annual Meeting, San Diego, CA.
- Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Amanda Goodwin, Asbury University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2809–2818
Michael Cook, Clemson University, United States; Donna Sawyer, Independent Instructional Technology Consultant/Owner and Operator of Portable On-Demand Learning Strategies (PODLS), United States; Sara Lee, North Carolina State University, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5133–5138
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.