Measuring TPACK in a Preservice Teacher Education Course Utilizing a Blended Model of Instruction
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Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
David Gibson & Bernie Dodge
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Table of Contents
The purpose of this roundtable is to facilitate discussion and criticism regarding a work-in-progress research project that seeks to develop TPACK in preservice teachers using a blended learning course. A description of the study will be presented as well as any preliminary findings. The results of this study will highlight both instructor and student experiences of participating in a course facilitated utilizing a blended model of instruction, which will benefit teacher education programs seeking to develop TPACK within teacher candidates.
Horgan, R. (2010). Measuring TPACK in a Preservice Teacher Education Course Utilizing a Blended Model of Instruction. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3865-3867). Chesapeake, VA: AACE. Retrieved December 13, 2013 from http://www.editlib.org/p/33982.
- Technological Pedagogical Content Knowledge (TPACK): A Content Analysis of 2006-2009 Print Journal Articles
- Testing a TPACK-Based Technology Integration Assessment Rubric
- Strategies for teacher professional development on TPACK, Part 2
- The Validation of an Instrument Measuring TPACK
- Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course
- Coding Pre-Service Teacher Lesson Plans for TPACK
- Developing Effective Technological Pedagogical And Content Knowledge (TPACK) in PreK-6 Teachers
- Teaching and Measuring TPACK Development in Two Preservice Teacher Preparation Programs
- Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences
- Unpacking TPACK: TPK Characteristics Supporting Successful Implementation
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