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Influence of Graduate Coursework on Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) Skill Development: An Exploratory Study
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, , , Indiana University of Pennsylvania, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper reports on the preliminary findings of the first phase of a longitudinal Scholarship of Teaching and Learning (SoTL) project that investigates participating teachers’ perception of their technology integration skills and use, and the factors that impede effective technology integration. Multiple data sources were used to generate qualitative and quantitative data. Results confirm that coursework that provides direct instruction and hands-on experience can enhance teachers self efficacy. The second phase of this study will enable the researchers to determine if the coursework did result in increased use of technology in teachers’ K-12 classrooms.

Citation

Machado, C., Laverick, D. & Smith, J. (2011). Influence of Graduate Coursework on Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) Skill Development: An Exploratory Study. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4402-4407). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 20, 2019 from .

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Cited By

  1. Tessellations in TPACK: Comparing Technological Pedagogical Content Knowledge Levels Among K-12 Online and Traditional Teachers

    Kent Sabo & Leanna Archambault, Arizona State University, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4751–4756

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