Abstract

University instructors discuss a required educational technology course in a teacher education program and the impact of two forces: (a) Technological Pedagogical and Content Knowledge, commonly known as TPACK (Misha & Koelher, 2006), and (b) action research data. Over the past two semesters, two new assignments have been instituted based on these two factors. Data revealed concerns on the part of some students: (a) resistance to collaborative work, and (b) concern about implementing this model of technology integration in their future classrooms. Finally, next steps to improve course assignments are discussed, as are efforts to place the course in a context in which it contributes to the transformation of other courses in the teacher licensure program. (Contains 3 figures.)

Citation

Wetzel, K., Foulger, T.S. & Williams, M.K. (2009). The Evolution of the Required Educational Technology Course. Journal of Computing in Teacher Education, 25(2), 67-71. Retrieved August 8, 2024 from https://www.learntechlib.org/p/105318/.

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Keywords

• action research
• Assignments
• College Faculty
• educational technology
• Elementary Secondary Education
• higher education
• Instructional Innovation
• Pedagogical Content Knowledge
• preservice teacher education
• professional development
• social networks
• teacher education
• Teacher Education Programs
• technology integration