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Developing TPACK Theoretical Model in a Content-Specific Technology Course
PROCEEDINGS

, University of Minnesota, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Using the technological, pedagogical, and content knowledge (TPACK) framework (Mishra & Koehler, 2006), this study investigated the impact of a required technology course on pre-service English teachers’ TPACK. Date sources included student reflections that were part of the assignments within the class and pre and post TPACK surveys. Mixed methodology analysis was conducted using qualitative and quantitative data. Data in the form of assignments were collected throughout the course of the semester.

Citation

Bakir, N. (2013). Developing TPACK Theoretical Model in a Content-Specific Technology Course. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4462-4465). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 5, 2019 from .