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

, , , 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


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.


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 .


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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

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