Developing Effective Technological Pedagogical And Content Knowledge (TPACK) in PreK-6 Teachers PROCEEDINGS
Denise Schmidt, Evrim Baran Sahin, Ann Thompson, Jenna Seymour, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purpose of this study is to examine preservice teachers' development of and the complex interplay between teachnology, pedagogy and content knowledge (TPACK) with respect to teacher knowledge and practice. A longitudinal study has been designed to measure preservice teachers' knowledge development of TPACK throughout their teacher preparation program. Baseline data will be collected prior to preservice teachers' enrollment in a required, 3-credit technology course and then additional data will be collected from them when they complete the technology course, when they complete their methodology courses, and when they complete student teaching. Specifically, this paper describes the development of the survey that is designed to measure preservice teachers' attitudes, their self assessment of TPACK and their demonstration of TPACK.
Schmidt, D., Baran Sahin, E., Thompson, A. & Seymour, J. (2008). Developing Effective Technological Pedagogical And Content Knowledge (TPACK) in PreK-6 Teachers. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 5313-5317). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 26, 2017 from https://www.learntechlib.org/p/28124/.
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