TPACK in Special Education: Preservice Teacher Decision Making While Integrating iPads Into Instruction
Susan Anderson, Robin Griffith, Lindy Crawford, Texas Christian University, United States
CITE Journal Volume 17, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study provides insight into preservice teachers’ experiences with integrating technology into lessons with children who had mild learning disabilities. Participants included 14 junior early childhood education majors enrolled in a special education course with a fieldwork component. The researchers collected and analyzed lesson plans, journal entries, focus group interviews, and field notes. The findings illustrated preservice teachers’ use of iPad apps during fieldwork, identified their technology-related instructional decisions, and determined how those choices exhibited emerging dimensions of technological, pedagogical, and content knowledge (TPACK). The preservice teachers combined their knowledge of pedagogy, student understanding of content, and emerging knowledge of iPad apps to effectively develop and conduct lessons in various content areas. Interviews with the students supported the social validity of the iPad implementation.
Anderson, S., Griffith, R. & Crawford, L. (2017). TPACK in Special Education: Preservice Teacher Decision Making While Integrating iPads Into Instruction. Contemporary Issues in Technology and Teacher Education, 17(1), 97-127. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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