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Examining TPACK and Technology Integration Decision-making among International Teachers
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, , , Arizona State University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This mixed-methods study is situated in the context of a teacher education exchange program in which international secondary school teachers from various countries around the world participate in a technology professional development workshop. Drawing upon the technological pedagogical content knowledge (TPACK) framework, our ongoing study aims to examine the perceived ability of the international teachers before and after the professional development. A survey of TPACK skills and a design task will be used to explore teachers’ developing TPACK and the rationale behind the technology integration decisions made by the international teachers in instruction planning. We anticipate that this study will have considerable implications for international teachers’ professional development programs and the sustainability of such efforts.

Citation

Dalal, M., Archambault, D.L. & Shelton, C. (2016). Examining TPACK and Technology Integration Decision-making among International Teachers. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2809-2814). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2019 from .

Keywords

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References

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