Exploring TPACK Model Practices: Designing, Facilitating, and Evaluating Effectiveness of Technology Experiences Among Pre-service Teachers
Document Type
Book Chapter
Publication Date
11-14-2014
Abstract
The study used Technological, Pedagogical, and Content Area Knowledge (TPACK) as a conceptual framework to evaluate the specific ways by which the preservice teacher educators learn technology integration throughout undergraduate coursework. A mixed methodology combined three overlapping phases of data collection and analysis: (1) preservice teacher surveys reporting perceptions, attitudes, and beliefs surrounding notions of “technology,” (2) facilitation and evaluation of “Technology-Enhanced Lessons” (TELs), and (3) case interview and classroom observation of exemplary use of TPACK practices. Findings indicate that many candidates did not articulate a transformative understanding of technology, but individual differences emerged. Pre- and post-survey data supported a quantitative correlation of specific preservice course experiences with technology and TPACK participant skill levels.
Publication Title
Technological Pedagogical Content Knowledge
First Page
253
Last Page
268
Recommended Citation
Haley-Mize, S.,
Bishop, J.
(2014). Exploring TPACK Model Practices: Designing, Facilitating, and Evaluating Effectiveness of Technology Experiences Among Pre-service Teachers. Technological Pedagogical Content Knowledge, 253-268.
Available at: https://aquila.usm.edu/fac_pubs/21398
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