You are here:

Impact of Design Teams on Preservice Teachers’ TPACK, Attitudes, & Skills
PROCEEDINGS

, Hezel Associates, LLC, 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 study examined the effect of a design teams instructional approach on preservice teachers' attitudes toward technology, technology skills, and Technological Pedagogical Content Knowledge (TPACK). In a design teams approach, participants work in collaborative teams to design solutions to real-world problems. This quasi-experimental study explored the efficacy of an educational technology course implemented with a design teams approach compared to the same course utilizing a standard instructional approach. Findings indicated significant differences between the treatment and comparison groups on TPACK when measured with evidence from lesson plans. No significant differences were found between groups on survey-measured attitudes, technology skills, or TPACK, though both groups had significant growth on these measures. These results suggested that the design teams approach was appropriate for use in preservice teacher technology education, but additional research is necessary.

Citation

Johnson, L. (2014). Impact of Design Teams on Preservice Teachers’ TPACK, Attitudes, & Skills. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2544-2551). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References