Pre-service teachers’ competencies for technology integration: Insights from a mathematics-specific instructional technology course
Douglas Agyei, University of Cape Coast, Ghana ; Joke Voogt, University of Twenete, Netherlands
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
A combination of various measures (self-report, learning outcomes and written reports) was employed to investigate 104 pre-service teachers’ competencies in spreadsheet integration after enrolling in an Instructional Technology course. The pre-service teachers engaged in a “learning technology by design” approach in which they worked in design teams to develop spreadsheet-enhanced solutions to authentic mathematical problems. Their developed competencies were reported in their evolving lesson outcomes (TPACK evidence in the analysis of lesson plan product and observed instruction) and self-reported TPACK. The learning outcome provided specific information and concrete representations of what the pre-service teachers could actually do with technology as a result of their TPACK development. The study showed that, the teachers developed and improved their competencies in technology integration as a result of strategies used in the design of the technology integration course.
Agyei, D. & Voogt, J. (2012). Pre-service teachers’ competencies for technology integration: Insights from a mathematics-specific instructional technology course. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1094-1099). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).