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Integrating TPACK Framework into Coursework and its Effect on Changes in TPACK of Pre-Service Special Education Teachers
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, , CUNY College of Staten Island, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The present study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one course. This course provides an introduction to a variety of strategies and techniques for using instructional technology in teaching concepts in science and mathematics to children with learning and behavior disabilities. The TPACK Levels Rubric developed by Lyublinskaya and Tournaki (2011) was used to assess participants’ lesson plans created as part of the required course work at the beginning and at the end of the semester. The t-test revealed that upon completion of the course requirements, the participants’ TPACK scores increased significantly between lesson plan 1 and 2, but still the highest level of TPACK remained quite low, i.e. with the score of 2 out of 5. Implications for teacher education programs are discussed.

Citation

Lyublinskaya, I. & Tournaki, N. (2013). Integrating TPACK Framework into Coursework and its Effect on Changes in TPACK of Pre-Service Special Education Teachers. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 5006-5011). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 17, 2020 from .

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