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Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course
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, , , Iowa State University, United States ; , , , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Grounded in Schulman’s idea of Pedagogical Content Knowledge (1986), Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. The TPACK framework acknowledges the complex nature of technology integration for teachers and the need to embed technology experiences in teacher education with regards to specific content areas. This paper describes a study that was conducted to assess how elementary education and early childhood education preservice teachers develop TPACK in an introductory course that used TPACK as a theoretical frame. A TPACK survey was administered to nearly 100 preservice teachers enrolled in a required introductory instructional technology course using a pre-test/post-test design. Results indicated statistically significant gains in all seven TPACK components with the largest growth in the areas of technology knowledge (TK), technological content knowledge (TCK) and technological pedagogical knowledge (TPACK).

Citation

Schmidt, D., Baran, E., Thompson, A., Koehler, M., Punya, M. & Shin, T. (2009). Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4145-4151). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 25, 2019 from .

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Cited By

  1. Preservice Teachers’ Ability to Identify Technology Standards: Does Curriculum Matter?

    Carrie Lewis, Minnesota State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 235–254

  2. An International Investigation of TPACK

    Petrea Redmond, University of Southern Queensland, Australia; Yehuda Peled, Western Galilee College, Israel

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3384–3389

  3. TPACK: Exploring a Secondary Pre-service Teachers’ Context

    Petrea Redmond, University of Southern Queensland, Australia; Jennifer Lock, University of Calgary, Canada

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 5084–5091

  4. TPCK, Computer Use, and Computer Access: A complex relationship

    Karin Forssell, Stanford University, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2786–2792

  5. Developing a TPACK assessment framework for evaluating teachers’ knowledge and practice to provide ongoing feedback

    Jung Jin Kang, Min Lun Wu, Xiopeng Ni & Guofang Li, Michigan State University, United States

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1980–1983

  6. Strategies for teacher professional development on TPACK, Part 2

    Joke Voogt, University of Twente, Netherlands; Ann Thompson, Iowa State University, United States; Punya Mishra, Michigan State University, United States; Petra Fisser, University of Twente, Netherlands; Ghaida Allayar, Public Authority of Applied Education and Training, Kuwait; Douglas Agyei, University of Cape Coast, Ghana; Matthew Koehler, Tae Seob Shin, Leigh Graves Wolf & Mike DeSchryver, Michigan State University, United States; Denise Schmidt & Evrim Baran, Iowa State University, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3940–3943

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.