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The UDL, TPACK, and TIM Frameworks to Evaluate Pre-Service Teacher Technology Integration
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, , Winthrop University, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

A need for preservice to have increased experience with technology integration regardless of their content areas prompted the addition of a field experience component to the stand-alone technology integration course. To measure the impact of integrating technology in the 12-hour field experience, course instructors looked beyond the grades and rubric scores earned on course assignments associated with the field. A multi-year measurement journey resulted in the use of Universal Design for Learning, TPACK, and Technology Integration Matrix (TIM) frameworks to determine the level to which pre-service teachers were purposefully integrating technology for K12 students. A description of how the frameworks fit together and how the researchers plan to use the frameworks moving forward is included.

Citation

Harris, L. & Yearta, L. (2020). The UDL, TPACK, and TIM Frameworks to Evaluate Pre-Service Teacher Technology Integration. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1983-1989). Online: Association for the Advancement of Computing in Education (AACE). Retrieved June 2, 2020 from .