Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences PROCEEDINGS
Tae Shin, Matthew Koehler, Punya Mishra, Michigan State University, United States ; Denise Schmidt, Evrim Baran, Ann Thompson, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA Publisher: AACE, Chesapeake, VA
Teachers’ understanding of Technological Pedagogical Content Knowledge is critical in accomplishing successful technology integration in teaching. This study investigated how in-service teachers’ beliefs about teaching and technology changed as a result of a set of educational technology summer courses, conducted both face to face and online. A single-group pretest-posttest design was used to examine how in-service teachers’ understanding of the relationships between technology, content, and pedagogy changed over the semester. Twenty-three graduate students completed both the pre-test survey and post-test survey on teachers’ knowledge of teaching and technology. The results of dependent t-tests on each of the twelve sub-scales suggested that students gained deeper and more complex understanding of technological pedagogical content knowledge.
Shin, T., Koehler, M., Mishra, P., Schmidt, D., Baran, E. & Thompson, A. (2009). Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 4152-4159). Chesapeake, VA: AACE. Retrieved March 7, 2014 from http://www.editlib.org/p/31309.
© 2009 AACE