You are here:

The Impact of TPACK on Pre-Service Teacher Confidence in Embedding ICT into the Curriculum Areas
PROCEEDINGS

, , , University of Sydney, Australia

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper presents the preliminary findings of two case studies in which a TPACK framework was used to embed information and communication technologies (ICT) into curriculum areas. TPACK is a strategy that emphasises the interconnectivity between content, pedagogy and technology. The first case study involved a cohort of 216 postgraduate pre-service teachers in an ICT in education unit of study, and the second case study involved 18 undergraduate and postgraduate pre-service teachers majoring in science education. Data presented in this paper was collected from pre- and post-tests. The results of the pre- and post-test analysis indicate that there was a significant change in pre-service teachers’ self-reported ability and confidence in selecting, evaluating and using ICT within a subject area. Overall, the preliminary analysis of data in these case studies supports the use of a TPACK framework to embed ICT within curriculum areas.

Citation

Galstaun, V., Kennedy-Clark, S. & Hu, C. (2011). The Impact of TPACK on Pre-Service Teacher Confidence in Embedding ICT into the Curriculum Areas. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3439-3448). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .

Keywords

View References & Citations Map

References

  1. Angeli, C. (2004). The effects of case-based learning on early childhood pr e-service teachers' beliefs about the pedagogical uses of ICT. Journal of Educational Media, 29(2), 139-151.
  2. Barab, S.A., Hay, K.E., & Duffy, T.M. (1998). Grounded constructions and how technology can help. TechTrends, 43(2), 15-23.
  3. Choy, D., Wong, A., & Gao, P. (2008). Singapore's pre-service teachers perspectives in integrating information and communication technology (ICT) during practicum. Paper presented a t the AARE 2008. Retrieved from http://www.aare.edu.au/08pap/cho08326.pdf
  4. De Winter, J., Winterbottom, M., & Wilson, E. (2010). Developing a user guide to integrating new technologies in science teaching and learning: teachers' and pupils' perceptions of their affordances. Technology, Pedagogy and Education, 19(2), 261-267.
  5. Dede, C. (1997). Rethinking: How to invest in technology. Educational Leadership, 55(3), 12-16.
  6. Dede, C., Clarke, J., Ketelhut, D.J., Nelson, B., & Bowman, C. (2005). Fostering Motivation, Learning and Transfer in Multi-User Virtual Environments. Paper presented a t the American Educational Research Association. Retrieved from http://muve.gse.harvard.edu/rivercityproject/researchpublications.htm #2005
  7. Dewey, J. (1933). How we think a restatement of the relation of reflective thinking to the educative process. New York: Heath and Company.
  8. Doering, A., Scharber, C., Miller, C., & Veletsianos, G. (2009). GeoThentic: designing and assessing with technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(3), 316-336
  9. Feiman-Nemser, S. (2001). From preparation toprac tice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
  10. Figg, C., & McCartney, R. (2010). Impacting academic achievement with student learners teaching digital storytelling to others: The ATTTCSE digital video project.. Contemporary Issues in Technology and Teacher Education, 10(1).
  11. Flores, F., Lopez, A., Gallegos, L., & Barojas, J. (2000). Transforming science and learning concepts of physics teachers. International Journal of Science Education, 22(2), 197-208.
  12. Foster, A.N., & Mishra, P. (2009). Games, claims, genres& Learning. In R.E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 33-50). Hershey, PA: Information Science Reference.
  13. Goldsworthy, R.C., Barab, S.A., & Goldsworthy, E.L. (2000). The STAR project: Enhancing adolescents' social understanding through video-based, multimedia scenarios. Journal of Special Education Technology, 15(2), 13-26.
  14. Guri-Rosenblit, S. (2005). Distance education and e-learning: Not the same thing. Higher Education, 49, 467493.
  15. Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155-192.
  16. Henriques, L. (2002). Preparing tomorrow's science teachers to use technology: An example from the field. Contemporary Issues in Technology and Teacher Education [online serial], 2(1).
  17. Hu, C., & Fyfe, V. (2010). Impact of a new curriculum on pre-service teachers’ Technical, Pedagogical and Content Knowledge (TPACK). Paper presented a t the Curriculum, technology& Transformation for an unknown future. Proceedings ascilite Sydney 2010, Sydney.
  18. Kennedy-Clark, S. (2010). Pre-service Teachers’ Perspectives on using Scenario-Based MUVEs in Science Education. Paper presented a t the Curriculum, Technology& Transformations for an Unknown Future. Ascilite 2010, Sydney.
  19. Koehler, M.J., & Mishra, P. (2009). What is Technolgical Pedagogical Content Knowledge. Technology and Teacher Education, 9(1), 60-70.
  20. LaVelle, L., Wishart, J., McFarlane, A., Brawn, R., & John, P. (2007). Teaching and learning with ICT within the subject culture of secondary school science. Research in Science& Technological Education, 25(3), 339-349.
  21. Lee, D. (1997). Factors influencing the success of computer skills learning among in-service teachers. British Journal of Educational Technology, 28(2), 139-141.
  22. Markauskaite, L. (2007). Exploring the structure of trainee teachers' ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities. Education Technology Research Development, 55, 547-572.
  23. Markauskaite, L., Goodwin, N., Reid, D., & Reimann, P. (2006). Modelling and Evaluating ICT courses for Preservice Teachers: What Works and How it Works? Lecture Notes in Computer Science (LNCS), 242254.
  24. Merrill, D. (2002). First principles of instruction. Educational Technology, Research and Development, 50(3), 43-59.
  25. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framwork for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  26. Schmidt, D., Baran, E., Thompson, A.D., Koehler, M.J., Mishra, P., & Shin, T. (2009). Survey of Preservice Teachers' Knowledge of Teaching and Technology. From http://mkoehler.educ.msu.edu/unproTected_readings/TPACK_Survey/Schmidt_et_al_Survey_v1.pdf
  27. Schmidt, D., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J., & Shin, T.S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  28. Schon, D.A. (1983). The reflective practitioner. New York: Basic Books.
  29. Shulman, L. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 414.
  30. Webb, M.E. (2005). Affordances of ICT in science learning: implications for an integrated pedagogy. International Journal of Science Education, 27(6), 705-735.
  31. Zacharia, Z. (2003). Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics. Journal of Research in Science Teaching, 40(8), 792-823.

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.

View References & Citations Map

Cited By

  1. Using a collaborative investigation and design strategy to support digital resource development in an online unit of study

    Shannon Kennedy-Clark, Australian Film Television and Radio School; Penny Wheeler, Australian Catholic University; Vilma Galstaun, University of Sydney

    ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 471–476

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.