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Technology Modeling Effects on Early Childhood Teachers Self-assessed TPACK PROCEEDINGS

, , National Sun Yat-Sen University, Taiwan

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study aimed to investigate the modeling effects from the teacher education programs on the in-service early childhood teachers self-assessed technological pedagogical content knowledge (TPACK). The five modeling of technology uses during teacher training are 1) the use of Information Technology (IT) hardware and software 2) the use of digital materials and multimedia educational software, 3) the use of online course platform, 4) the use of online assessment, and 5) the use of CMC tools to facilitate interactions. A total of 335 in-service early childhood teachers took the final survey and the response rate is 86%. Correlation analysis results showed a significant correlation between the five modeling technology uses and the early childhood teachers’ self-assessed TPACK. A further regression analysis revealed that the use of Computer-mediated Communication (CMC)–based teaching tools and the use of digital materials and multimedia educational software are two significant predictors to the early childhood teachers’ self-assessed TPACK.

Citation

Chuang, H.H. & Ho, C.J. (2011). Technology Modeling Effects on Early Childhood Teachers Self-assessed TPACK. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 1438-1443). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2017 from .

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