The effect of instructional methodology on preservice educators' technological, pedagogical, and content knowledge

Shannon Haley-Mize, Elizabethtown College
David Walker, University of Southern Mississippi


Technological Pedagogical Content Knowledge (TPACK) is a form of complex, situated knowledge that is a prerequisite to seamless and successful technology integration into educational spaces. This form of knowledge is believed necessary for technology use to transform classrooms into vibrant, collaborative spaces that build 21st century skills - a transformation that has been elusive in K - 16 spaces. Preservice education programs are poised to develop this type of knowledge in future teachers in order to contribute to the development of educators that can act as change agents. This study used a pre- and post-test design to evaluate and compare three different course experiences on preservice educators' level of TPACK (n = 159). Results indicated that candidates that participated in course design that explicitly modeled technology integration, created a digital space to extend the community of practice, challenged participants to create collaborative solutions using Web 2.0 platforms, and integrated content on universal design for learning showed significant increases in pedagogical knowledge, pedagogical content knowledge, technological content knowledge, pedagogical technological knowledge, and technological pedagogical content knowledge. Analysis of variance between groups on each of the six TPACK subscales reviewed in this study indicated that this group also showed significantly higher gains in TPACK when compared to a fully online group and a face-to-face without technology-enhanced learning on pedagogical content knowledge, technological content knowledge, and technological pedagogical knowledge. © Common Ground, Shannon Haley-Mize, David Walker.