Abstract

This study aims at exploring how the Technological Pedagogical and Content Knowledge (TPACK) framework can be used to improve the effectiveness of integrating IDEA '04 and Research for Inclusive Settings (IRIS) modules in preservice teacher education. The purposes of this study were to maximize the potential of TPACK at the college and university level and to improve the quality of technology integration in teacher education. The results indicate that the use of TPACK in teacher education can offer teacher educators a way to enhance technology integration and to help preservice teachers build a more solid foundation of knowledge and practices.

Citation

Kuo, N.C. (2015). Action Research for Improving the Effectiveness of Technology Integration in Preservice Teacher Education. i.e.: inquiry in education, 6(1),. Retrieved December 5, 2019 from https://www.learntechlib.org/p/192229/.

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Keywords

• action research
• blended learning
• Class Activities
• Disabilities
• educational technology
• higher education
• Knowledge Level
• Learning Activities
• Learning Modules
• Literacy Education
• Mixed Methods Research
• Pedagogical Content Knowledge
• preservice teacher education
• preservice teachers
• Program Effectiveness
• special education
• student diversity
• Technological Literacy
• technology integration
• Technology Uses in Education
• Web Based Instruction