Teaching and Measuring TPACK Development in Two Preservice Teacher Preparation Programs
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Graham, C., Cox, S. & Velasquez, A. (2009). Teaching and Measuring TPACK Development in Two Preservice Teacher Preparation Programs. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 4081-4086). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31297.
Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
More Information on SITE
Table of Contents
In this presentation we will share our experiences trying to figure out how to teach and measure TPACK in a preservice teacher preparation program. First we will share our experiences trying to use activity structures (Harris, Mishra, & Koehler, 2007) as a framework for teaching TPACK to secondary education teacher candidates. We will also share our experiences using TPACK design challenges with elementary education teacher candidates. Finally, we will discuss the importance of being able to measure TPACK in order to evaluate student development of technology integration skills. We will share an instrument that we developed to try and measure the TPACK constructs and we will report the results of our principle component analysis we used to try and validate the instrument items.
- Strategies for teacher professional development on TPACK, Part 2
- Technological Pedagogical Content Knowledge (TPACK): A Content Analysis of 2006-2009 Print Journal Articles
- Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course
- Developing Effective Technological Pedagogical And Content Knowledge (TPACK) in PreK-6 Teachers
- Testing a TPACK-Based Technology Integration Assessment Rubric
- The Validation of an Instrument Measuring TPACK
- Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
- Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences
- Testing a TPACK-Based Technology Integration Observation Instrument
- An Elaborated Model of the TPACK Framework
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