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Early Career Teacher Candidate TPACK Development: Implementation of a Learning Activity Types Short Course
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, , University of South Dakota, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Currently, the literature contains multiple approaches to teacher candidate TPACK development. The Learning Activity Types Short Courses, which assist with scaffolding the process of combining content, pedagogy, and technologies in instruction for teacher candidates, are a recent addition to the literature. The purpose of this study was to characterize early career teacher candidate Technological Pedagogical Content Knowledge (TPACK) before and after the implementation of a Learning Activity Types Short Course in an undergraduate introductory educational technology course. Data collection occurred through a pre/post TPACK survey, as well as assessment of teacher candidate lesson plans completed before and after the Short Course. Data analysis was complete using both descriptive and inferential statistics. Findings suggest that while candidate TPACK self-efficacy remained mostly constant throughout the study, their enacted TPACK experienced a statistically significant increase.

Citation

Mourlam, D. & Bleecker, H. (2017). Early Career Teacher Candidate TPACK Development: Implementation of a Learning Activity Types Short Course. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2404-2409). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2019 from .

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