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Using Technology Pedagogical Content Knowledge Development to Enhance Learning Outcomes
PROCEEDINGS

, University of Cape Coast, Ghana ; , University of North Dakota, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers’ self-reports of their TPACK knowledge were triangulated with performance-based assessment of their instructional practices and artefacts to give a better understanding and nature of pre-service teachers’ TPACK development. Although self reported measures did not correlate with pre-service teachers’ actual increased knowledge of technology integration, this study enhances better understanding of the pre-service teachers’ TPACK development through the multiple assessment measures. The learning outcome measures provide specific information and concrete representation of what pre-service teachers can actually do with technology in their TPACK development. The findings suggested multiple concerns about self-reported measures that are discussed in the framework of the TPACK instrument

Citation

Douglas, A. & Keengwe, J. (2014). Using Technology Pedagogical Content Knowledge Development to Enhance Learning Outcomes. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2473-2481). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2019 from .

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