You are here:

Technology Integration in K-12 Geography Education Using TPACK as a Theoretical Model PROCEEDINGS

, , University of Minnesota, 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

There is a need for designing effective professional development programs and instructional models addressing the needs and challenges of K-12 technology integration. In this longitudinal research study, we examine the impact of a professional development program that was designed with an explicit focus on developing in-service K-12 geography teachers’ technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Teachers’ perceived TPACK levels and their experiences with integrating a specific technology in their classes have been analyzed using data collected via surveys and video recordings.

Citation

Doering, A. & Koseoglu, S. (2012). Technology Integration in K-12 Geography Education Using TPACK as a Theoretical Model. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4133-4141). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2018 from .