Using TPACK as a Framework to Understand Teacher Candidates' Technology Integration Decisions
ARTICLE
C R. Graham, J Borup, N B. Smith
Journal of Computer Assisted Learning Volume 28, Number 6, ISSN 1365-2729 Publisher: Wiley
Abstract
This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate how and why they would integrate technology in three content teaching design tasks. Researchers identified themes from student rationales that mapped to the TPACK constructs. Rationales simultaneously supported subcategories of knowledge that could be helpful to other researchers trying to understand and measure TPACK. The research showed significant student growth in the use of rationales grounded in content-specific knowledge and general pedagogical knowledge, while rationales related to general technological knowledge remained constant. (Contains 8 tables and 5 figures.)
Citation
Graham, C.R., Borup, J. & Smith, N.B. (2012). Using TPACK as a Framework to Understand Teacher Candidates' Technology Integration Decisions. Journal of Computer Assisted Learning, 28(6), 530-546. Wiley. Retrieved April 21, 2021 from https://www.learntechlib.org/p/89786/.
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Keywords
- Attitude Change
- Educational Practices
- Educational Strategies
- educational technology
- Elementary School Curriculum
- Instructional Effectiveness
- Pedagogical Content Knowledge
- Pretests Posttests
- Student Development
- Student Teacher Attitudes
- Teacher Education Programs
- teaching methods
- Teaching Styles
- technology integration
Cited By
View References & Citations Map-
We Aren’t There Yet: A Progression of Literature on TPACK Measures to Assess Technology Integration
Man Su & Teresa Foulger, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2534–2542
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Tracking T-dimensional TPACK in Elementary Preservice and Clinical Teachers
Robin Nelson, University of Texas at San Antonio, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2489–2498
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Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching
Mohammed Debbagh & W. Monty Jones, Virginia Commonwealth University, United States, United States
Journal of Educational Multimedia and Hypermedia Vol. 27, No. 1 (January 2018) pp. 43–62
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Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching
Mohammed Debbagh & W. Monty Jones, Virginia Commonwealth University, United States, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 739–751
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Exploring Changes in Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) and TPACK of Pre-service, Special Education Teachers Taking Technology-based Pedagogical Course
Aleksandra Kaplon-Schilis, CUNY, The Graduate Center, United States; Irina Lyublinskaya, CUNY, College of Staten Island, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3296–3303
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App-lying TPACK: Integrating iPads into Instruction for Students with Mild Disabilities
Susan Anderson, Robin Griffith & Lindy Crawford, Texas Christian University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2427–2433
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