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 ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (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: Association for the Advancement of Computing in Education (AACE).
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