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TPACK: Exploring a Secondary Pre-service Teachers’ Context
PROCEEDINGS

, University of Southern Queensland, Australia ; , University of Calgary, Canada

AACE Award

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

Twenty-first century teacher educators need to design learning experiences integrating technology for transformative learning. Bringing together the power of deep content knowledge, pedagogical knowledge and technological knowledge in an integrated manner is critical in the design of today’s learning experience. The TPACK framework assists educators to gain competency and confidence to design technology-enhanced learning in ways that transform the learning experience for both students and teachers. This paper describes the TPACK findings of secondary pre-service teachers who have just completed their second professional experience placement in conjunction with a curriculum and pedagogy course. Pre-service teachers reported that they were developing the necessary confidence in working with the technology and designing learning using a TPACK framework. From the data, it was apparent that teacher educators are able use the framework to design, model and explore innovative teaching with technology to design TPACK learning experiences that are mindful and thoughtful.

Citation

Redmond, P. & Lock, J. (2013). TPACK: Exploring a Secondary Pre-service Teachers’ Context. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 5084-5091). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

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Cited By

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    Luciano da Rosa dos Santos, Jackie Seidel & Jennifer Lock, University of Calgary, Canada

    EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 1927–1931

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