A TPACK Development Model with Specified Constructs
Derya Baser, M. Yasar Ozden, Middle East Technical University, Turkey
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
The purpose of this study to explore what preservice foreign language teachers perceive as the required knowledge and skills for successful technology integration. The study aims to identify specific knowledge types that are necessary for technology integration into English language teaching based on the Technological Pedagogical Content Knowledge (TPACK) framework. For this purpose, interviews were conducted with instructors who are experienced with technology integration courses that are taken by foreign language department students. Based on data that were collected through interviews with instructors, national and international teacher competencies, and other TPACK studies, a TPACK instrument was developed and validated. This instrument was applied to the preservice foreign language teachers to identify their perceived self-efficacy skills for successful technology integration into English teaching. Data collected through the TPACK survey will be elaborated through interviews that were conducted with the snowballed preservice service foreign language teachers.
Baser, D. & Ozden, M.Y. (2013). A TPACK Development Model with Specified Constructs. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 5012-5015). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).