Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology ARTICLE
Kamini Jaipal, Candace Figg, Brock University, Canada
Journal of Technology and Teacher Education Volume 18, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Four pre-service teachers participated in a school-based collaborative initiative where they were supported by 2 university faculty members, a school board technology consultant and a Masters student to integrate technology into teaching practice. Pre-service teachers planned and taught technology-enhanced lessons during a 7-week practice-teaching block at two K-8 schools. This paper proposes a framework that outlines particular characteristics for supporting pre-service teachers’ effective integration of technology into classroom practice. The characteristics emerged from a cross-case analysis of data sources from the 4 participants. Data sources included pre and post focus group interviews, individual interviews, planning and support sessions, lesson plans, and observations of pre-service teachers’ classroom practice. A framework is proposed that expands understandings of the current TPACK model (Koehler & Mishra, 2008) for classroom practice.
Jaipal, K. & Figg, C. (2010). Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology. Journal of Technology and Teacher Education, 18(3), 415-441. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 21, 2017 from https://www.learntechlib.org/p/28335/.
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