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Exploring TPACK Model Practices: Designing, Facilitating, and Evaluating Effectiveness of Technology Experiences Among Pre-service Teachers

  • Shannon Haley-Mize
  • John Bishop
Chapter

Abstract

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.

Keywords

TPACK Information and communication technology Elementary teacher education Transformative pedagogy Multimodality Case study methodology Preservice teacher beliefs and perceptions Cultural contexts 

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Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  1. 1.Elizabethtown CollegeElizabethtownUSA
  2. 2.University of Southern MississippiHattiesburgUSA

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