TPACK Model Integration: Preparing Preservice Teachers to Teach with Technology
Prince Bull, Dogoni Cisse, North Carolina Central University, United States
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
The integration of Technological Pedagogical Content knowledge (TPACK) in a technology course is critical to preparing teachers and enriching teaching and learning from a multidisciplinary perspective in a single course. The purpose of this study was to determine the impact of a TPACK integration model on pre-service teachers’ perceptions and attitudes toward ISTE NETS for teachers as the major learning outcomes in an instructional technology course. Pre-service teachers (n=37) from multidisciplinary content areas participated in a 16-week, two and one half hour sessions on instructional technology activities aligned with their respective content areas and pedagogical knowledge. We used the NETS standards for teachers (ISTE, 2008) as the stems of 20 Likert scales including each five alternatives (from Strongly Disagree to Strongly Agree). The scales were administered at the beginning and end of the course. As expected, the internal consistency reliability of pretest and posttest scores using Cronbackh’s alpha was high (.91 for pretest scores and .95 for posttest scores).
Bull, P. & Cisse, D. (2011). TPACK Model Integration: Preparing Preservice Teachers to Teach with Technology. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4291-4296). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).
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Issues and Trends in Educational Technology Vol. 4, No. 1 (Nov 14, 2016)
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