Introducing TPCK to Pre-service Teachers through Digital Storytelling

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Maddin, E. (2012). Introducing TPCK to Pre-service Teachers through Digital Storytelling. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1400-1406). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/39777.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2012
Austin, Texas, USA
March 5, 2012
ISBN 1-880094-92-4
  Paul Resta
AACE

More Information on SITE
Table of Contents

Author

Ellen Maddin, Northern Kentucky University, United States

Abstract

The Technological Pedagogical Content Knowledge (TPCK) conceptual framework (Mishra & Koehler, 2006) provides a way to examine the complex relationships between content, technology and pedagogy in effective learning environments. This study describes an application of TPCK to a digital storytelling project in an undergraduate teacher education course. In two sections of an undergraduate course in instructional technology (n=39), pre-service teachers explored the concept of digital storytelling as pedagogy, examined examples of the approach in their grade-level/content areas and produced their own digital stories on topics related to the implementation of technology in PK-12 schools. Study findings suggested that design tools, reflection, and peer review were key factors in learning how to use the technology to create a digital story and integrating it into lesson design.

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