TPACK Growth at a Distance
Kathryn S. Lee, Texas State University, United States ; Yungwei Hao, National Taiwan Normal University, Taiwan ; Shaunna Smith, Texas State University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
As part of a larger mixed methods study, this paper is reporting on the TPACK development of twelve graduate students enrolled in a teaching methods distance learning course at a large southwestern university in Texas. The TPACK survey was administered at the beginning of the course as a pre-test and at the end of the course as a post-test to measure self-reported beliefs regarding development of teacher knowledge as defined by the TPACK construct. Statistical analysis using Wilcoxon rank test in SPSS showed statistically significant gains in individual survey items related to PK, TCK, TPK, and TPCK. Implications related to the measurable development of TPACK within a 15-week distance learning methods course are discussed.
Lee, K.S., Hao, Y. & Smith, S. (2015). TPACK Growth at a Distance. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 382-387). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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