Impact of Design Teams on Preservice Teachers’ TPACK, Attitudes, & Skills PROCEEDINGS
Laurene Johnson, Hezel Associates, LLC, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study examined the effect of a design teams instructional approach on preservice teachers' attitudes toward technology, technology skills, and Technological Pedagogical Content Knowledge (TPACK). In a design teams approach, participants work in collaborative teams to design solutions to real-world problems. This quasi-experimental study explored the efficacy of an educational technology course implemented with a design teams approach compared to the same course utilizing a standard instructional approach. Findings indicated significant differences between the treatment and comparison groups on TPACK when measured with evidence from lesson plans. No significant differences were found between groups on survey-measured attitudes, technology skills, or TPACK, though both groups had significant growth on these measures. These results suggested that the design teams approach was appropriate for use in preservice teacher technology education, but additional research is necessary.
Johnson, L. (2014). Impact of Design Teams on Preservice Teachers’ TPACK, Attitudes, & Skills. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2544-2551). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2018 from https://www.learntechlib.org/primary/p/131168/.
© 2014 Association for the Advancement of Computing in Education (AACE)
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