The decision-making processes of preservice teachers as they integrate technology

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Graham, C.R., Burgoyne, N. & Borup, J. (2010). The decision-making processes of preservice teachers as they integrate technology. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3826-3832). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33977.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Authors

Charles R. Graham, Nicolette Burgoyne, Jered Borup, Brigham Young University, USA

Abstract

The TPACK framework is being used increasingly as teachers and preservice teachers plan how to integrate technology into their lesson plans. Several researchers have been examining teacher reflections on the benefits of using technology from data obtained through interviews. This research seeks to understand how preservice teachers go about making decisions about the use of technology in their teaching before and after taking a traditional technology integration course. In the study preservice teachers are give three lesson design scenarios before and after taking a course. The paper explores their instructional design decisions and their rationales for the ways that they integrated their technology knowledge and pedagogical knowledge.

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• Testing a TPACK-Based Technology Integration Assessment Rubric
• 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
• Auditing the TPACK Confidence of Australian Pre-Service Teachers: The TPACK Confidence Survey (TCS)
• The Validation of an Instrument Measuring TPACK
• Examining the validity of the TPACK framework from the ground up: Viewing technology integration through teachers’ eyes.
• Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences
• Differentiating TPACK Development: Using Learning Activity Types with Inservice and Preservice Teachers
• Strategies for teacher professional development on TPACK, Part 2
• Coding Pre-Service Teacher Lesson Plans for TPACK

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