Differences between enrolled in an integrated course and did not in TPACK and technology integration for preservice teachers
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Liu, S.H. (2011). Differences between enrolled in an integrated course and did not in TPACK and technology integration for preservice teachers. In Proceedings of Global TIME 2011 (pp. 171-176). AACE.
Retrieved from http://www.editlib.org/p/37074.
Global TIME (Global TIME) 2011
February 22, 2011
Table of Contents
Technology integration is increasingly important for preservice teachers. However, preservice teachers still lack sufficient understanding due to isolated courses in teacher education programs. This study aims to explore the differences between preservice teachers who enrolled in an integrated course and those who did not in technological, pedagogical and content knowledge (TPACK) and technology integration implementation during participating in school-based field practice. The integrated course, consisting of various teaching tasks about TPACK, was arranged as an elective course. One year afterward, 401 preservice teachers, including 159 preservice teachers who enrolled in the integrated course, were invited to fill out a validated questionnaire. The analytical results, by applying ANOVA and t-test statistical methods, indicate that the integrated course is effective for promoting preservice teachers’ knowledge and implementation about technology integration, while teaching fields which they majored in as students does not differ
- Guiding Inservice Mathematics Teachers in Developing TPCK (Technology pedagogical content knowledge)
- Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology
- Teachers’ assessment of TPACK: Where are we and what is needed?
- What would John Dewey Do: Programmatic design for developing TPACK for 21st Century Learning
- Reconsidering the T and C in TPACK: Repurposing technologies for interdisciplinary knowledge
- Educating Teachers for the Knowledge Society: Social Media, Authentic Learning and Communities of Practice
- Mathematics Teacher TPACK Standards and Development Model
- Mathematics Teacher TPACK Standards and Revising Teacher Preparation
- An Elaborated Model of the TPACK Framework
- Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course
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