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Introducing TPCK to Pre-service Teachers through Digital Storytelling
PROCEEDINGS

, Northern Kentucky University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The Technological Pedagogical Content Knowledge (TPCK) conceptual framework (Mishra & Koehler, 2006) provides a way to examine the complex relationships between content, technology and pedagogy in effective learning environments. This study describes an application of TPCK to a digital storytelling project in an undergraduate teacher education course. In two sections of an undergraduate course in instructional technology (n=39), pre-service teachers explored the concept of digital storytelling as pedagogy, examined examples of the approach in their grade-level/content areas and produced their own digital stories on topics related to the implementation of technology in PK-12 schools. Study findings suggested that design tools, reflection, and peer review were key factors in learning how to use the technology to create a digital story and integrating it into lesson design.

Citation

Maddin, E. (2012). Introducing TPCK to Pre-service Teachers through Digital Storytelling. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1400-1406). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 29, 2020 from .

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