Abstract

As the importance of technology increases, the use of technology in education is also increasing. Therefore, TPACK has been actively studied to improve the utilization of technology in classrooms. In the context of this TPACK study, Kim and Lee (2017b) developed a programming-based TPACK training program for pre-service teachers. This study also examined the effects of the TPACK-P education program on the development of self-efficacy beliefs about technology integration in pre-service teachers in a follow-up study by Kim and Lee (2018a). So, in this study, 55 pre-service teachers in Korea were divided into three groups, and programming, ICT-based TPACK and programming-based TPACK education programs were conducted for each group. As a result of the program's implementation, pre-service teachers who received training in programming and ICT-based TPACK training were not able to identify changes in self-efficacy beliefs. There was also no change in the self-efficacy beliefs of the pre-service teachers in the group who received programming along with an ICT-based TPACK education program. On the other hand, pre-service teachers who received programming-based TPACK training showed a significant improvement in self-efficacy beliefs. This study confirms that a programming-based TPACK education program is the most effective for the development of specific self-efficacy in pre-service teachers.

Citation

Kim, S.W. & Lee, Y. (2018). The Effect of Programming-based TPACK Education Program on Self-efficacy Beliefs about Technology Integration of Pre-service Teachers. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 422-426). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/184987/.

© 2018 Association for the Advancement of Computing in Education (AACE)