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Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences
PROCEEDINGS

, , , Michigan State University, United States ; , , , Iowa State University, United States

AACE Award

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

Abstract

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.

Citation

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 .

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Cited By

  1. Building Pre-Service Teachers’ Knowledge of TPACK: A Study Replication and Extension

    Amanda Goodwin, Asbury University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2809–2818

  2. Integrating Technology into Classroom Instruction: A Teacher Model Made Easy

    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 info@learntechlib.org.