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Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology ARTICLE

, , Brock University, Canada

Journal of Technology and Teacher Education Volume 18, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Four pre-service teachers participated in a school-based collaborative initiative where they were supported by 2 university faculty members, a school board technology consultant and a Masters student to integrate technology into teaching practice. Pre-service teachers planned and taught technology-enhanced lessons during a 7-week practice-teaching block at two K-8 schools. This paper proposes a framework that outlines particular characteristics for supporting pre-service teachers’ effective integration of technology into classroom practice. The characteristics emerged from a cross-case analysis of data sources from the 4 participants. Data sources included pre and post focus group interviews, individual interviews, planning and support sessions, lesson plans, and observations of pre-service teachers’ classroom practice. A framework is proposed that expands understandings of the current TPACK model (Koehler & Mishra, 2008) for classroom practice.

Citation

Jaipal, K. & Figg, C. (2010). Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology. Journal of Technology and Teacher Education, 18(3), 415-441. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved November 21, 2018 from .

Keywords

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Cited By

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    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2037–2040

  2. TPACK in Special Education: Preservice Teacher Decision Making While Integrating iPads Into Instruction

    Susan Anderson, Robin Griffith & Lindy Crawford, Texas Christian University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 97–127

  3. Riding the Wave of Social Networking in the Context of Preservice Teacher Education

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  4. A Case Study of a TPACK-Based Approach to Teacher Professional Development:Teaching Science With Blogs

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  5. Transitioning into the Role of Technology Leaders: Building Faculty Capacity for Technology-enhanced Teaching

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  6. Using Design-Based Research to Promote Faculty Knowledge of Technology Enhanced Teaching

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    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2537–2543

  7. Enhancing Online and Face-to-Face Teaching with Social Networking Sites and Digital Literacy Activities

    Roberta Hammett, Memorial University of Newfoundland, Canada; Lisa St. Croix & Cathy Wicks, Memorial University, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 1036–1041

  8. Using Live Dual Modeling to Help Preservice Teachers Develop TPACK

    Liangyue Lu & Jing Lei, Syracuse University, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4729–4737

  9. Three Perspectives on Technological Pedagogical and Content Knowledge: Framing Technology Education using TPACK

    Candace Figg & Jaipal Kamini, Brock University, Canada; Mueller Julie, Wilfred Laurier University, Canada

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 926–928

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