An Exploration of Digital Technologies in Teacher Education: TPCK Framework
Vetta Vratulis, Saginaw Valley State University, United States
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper investigates pre-service teachers’ experiences with digital technologies within the context of a 12-month, elementary teacher education program. The principal investigator of the project shadowed pre-service teachers through each of their content area courses in order to identify moments of disruption in pre-service teachers existing conceptions of how to integrate digital technologies into classroom practice. Atlas.ti was used to explore the transcripts from 26 exit interviews of pre-service teachers enrolled in the program. Findings reveal that technological knowledge is often positioned in diametric opposition to content knowledge and/or pedagogical knowledge. In addition, digital technologies using the Technological Pedagogical Content Knowledge framework is not a unidirectional process (Koehler & Mishra, 2008). Instead, each body of knowledge interacts with other existing and transient bodies of knowledge to create an emergent, at times even new, body of knowledge.
Vratulis, V. (2013). An Exploration of Digital Technologies in Teacher Education: TPCK Framework. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 698-704). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)