Explicitly Addressing TPACK in Preservice Teacher Curriculum PROCEEDINGS
Mia Kim Williams, University of Northern Colorado, United States ; Keith Wetzel, Teresa Foulger, Todd Kisicki, Lisa Giacumo, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
What does TPACK look like in preservice teacher preparation programs? This project explores candidates’ knowledge and experiences after participation in a TPACK-focused learning unit. This research uses mixed methods of survey data, interview and document analysis in order to investigate preservice teachers’ discrete knowledge of technology, pedagogy, and content. It discusses the implications of integrating TPACK into teacher education on teacher candidates’ development of curriculum.
Williams, M.K., Wetzel, K., Foulger, T., Kisicki, T. & Giacumo, L. (2011). Explicitly Addressing TPACK in Preservice Teacher Curriculum. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4429-4434). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2017 from https://www.learntechlib.org/p/37030/.
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