Exploring tpack model practices: Designing, facilitating, and evaluating effectiveness of technology experiences among pre-service teachers
Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK
The study used Technological, Pedagogical, and Content Area Knowledge (TPACK) as a conceptual framework to evaluate the specific ways by which the preservice teacher educators learn technology integration throughout undergraduate coursework. A mixed methodology combined three overlapping phases of data collection and analysis: (1) preservice teacher surveys reporting perceptions, attitudes, and beliefs surrounding notions of “technology,” (2) facilitation and evaluation of “Technology-Enhanced Lessons” (TELs), and (3) case interview and classroom observation of exemplary use of TPACK practices. Findings indicate that many candidates did not articulate a transformative understanding of technology, but individual differences emerged. Pre- and post-survey data supported a quantitative correlation of specific preservice course experiences with technology and TPACK participant skill levels.
Haley-Mize, Shannon and Bishop, John, "Exploring tpack model practices: Designing, facilitating, and evaluating effectiveness of technology experiences among pre-service teachers" (2015). Faculty Publications. 1145.