Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course
Type: Full Paper Topic: Technological, Pedagogical And Content Knowledge (TPACK)
Room: 3
Wed, Mar. 4 11:15 AM-12:15 PM
Authors:
Denise Schmidt, Iowa State University, United States
Evrim Baran, Iowa State University, United States
Ann Thompson, Iowa State University, United States
Matthew Koehler, Michigan State University, United States
Mishra Punya, Michigan State University, United States
Tae Shin, Michigan State University, United States
Abstract:
Grounded in Schulman’s idea of Pedagogical Content Knowledge (1986), Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. The TPACK framework acknowledges the complex nature of technology integration for teachers and the need to embed technology experiences in teacher education with regards to specific content areas. This paper describes a study that was conducted to assess how elementary education and early childhood education preservice teachers develop TPACK in an introductory course that used TPACK as a theoretical frame. A TPACK survey was administered to nearly 100 preservice teachers enrolled in a required introductory instructional technology course using a pre-test/post-test design. Results indicated statistically significant gains in all seven TPACK components with the largest growth in the areas of technology knowledge (TK), technological content knowledge (TCK) and technological pedagogical knowledge (TPACK).