You are here:

Promoting and Assessing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Context of Case Development
ARTICLE

,

Journal of Educational Computing Research Volume 48, Number 2, ISSN 0735-6331

Abstract

This study investigated the extent to which case development allowed pre-service teachers to recognize the interactions and integration of technology with content and pedagogy in their own practice. These interactions form the core of what has been called Technological Pedagogical Content Knowledge (TPACK), a distinct type of knowledge required for effective use of technology in classroom teaching. Data were collected from 58 pre-service teachers in the context of a teacher education program in the United States. Results indicated that case development provided a fruitful context for helping pre-service teachers bring together different knowledge bases to design and implement effective technology-integrated lessons. (Contains 2 figures and 4 tables.)

Citation

Mouza, C. & Karchmer-Klein, R. (2013). Promoting and Assessing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Context of Case Development. Journal of Educational Computing Research, 48(2), 127-152. Retrieved May 27, 2019 from .

This record was imported from ERIC on March 21, 2014. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.