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The Impact of Authentic: How Field Experiences and Authentic Projects Influence TPACK Development
PROCEEDING

, , Millersville University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study tracks the evolution of an instructional technology course designed for preservice elementary teachers. Traditionally, the course incorporated assignments where participants’ technical knowledge was fostered. Significant changes to the course evolved as a result of implementing a problem-based approach in support of a “flipped classroom” initiative in a local school. In the first iteration of the project, preservice teachers served as instructional designers, creating digital media after observing language arts instruction in elementary classrooms to inform their design. In later iterations of the project, preservice teachers took on additional teaching roles coordinated with the digital media they created. Across the evolving iterations of the course, pre- and post-tests were used to examine the impact that field experiences have on preservice teachers’ TPACK development.

Citation

Dreon, O. & Shettel, J. (2016). The Impact of Authentic: How Field Experiences and Authentic Projects Influence TPACK Development. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2827-2833). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 3, 2020 from .

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