Using TPACK in Teacher Education to Promote Learning for Diverse Elementary Children in Urban School Settings
Mark Warner, Cherry Steffen, Jim Cope, Beth Peery, Kennesaw 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), Waynesville, NC USA
This paper demonstrates how TPACK and problem based learning address individual differences in the urban classroom and evidences a successful teacher preparation course designed to engage pre-service teachers in a semester long whole class collaboration to resolve “real world” problems.The student cohort in our integrative math, language arts, science, and social studies pedagogy courses are required to work together in teams to produce a turboquest of the highest quality that includes: (1) an authentic problem situation, (2) external links to student made powerpoints providing social science, language arts, math, and science related information for children to assist with completing the tasks embedded in their problem situation, (3) an external link to a movie made by the various cohort groups using Windows moviemaker to provide more relevant information to introduce the essential questions concerning the problem presented, and (4) an external link to a United Streaming Discovery Channel video that also addresses and provides instructional insights into the problem situation.
Warner, M., Steffen, C., Cope, J. & Peery, B. (2011). Using TPACK in Teacher Education to Promote Learning for Diverse Elementary Children in Urban School Settings. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4491-4494). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).