Understanding preservice teachers' technology use through TPACK framework.
This study discusses preservice teachers' achievement barriers to technology integration, using principles of technological pedagogical content knowledge (TPACK) as an evaluative framework. Technology-capable participants each freely chose a content area to comprise project. Data analysis based on i...
| Publicado en: | Journal of Computer Assisted Learning Vol. 28; no. 5; pp. 425 - 440 |
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| Formato: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Oct2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104417656&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104417656 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2012 vid: 28 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104417656 80025802 10.1111/j.1365-2729.2011.00447.x 104417656 ppf: 425 ppct: 15 formats: tig: atl: Understanding preservice teachers' technology use through TPACK framework. aug: au: Pamuk, S. affil: Computer Education and Instructional Technology Department, Ondokuz Mayis University, Samsun, Turkey sug: subj: Teachers Education Computer-Assisted Instruction Utilization Professional Knowledge Integrated Curriculum Human Turkiye Conceptual Framework Questionnaires Faculty Attitudes Qualitative Studies Grounded Theory ab: This study discusses preservice teachers' achievement barriers to technology integration, using principles of technological pedagogical content knowledge (TPACK) as an evaluative framework. Technology-capable participants each freely chose a content area to comprise project. Data analysis based on interactions among core components of TPACK revealed that participants struggled with developing new knowledge. Lack of pedagogical experience limited development of appropriate technology integration approaches. Creating new knowledge bases based on different teaching components can be difficult for preservice teachers because it requires a deep understanding of core knowledge and interpretation of the teaching context and its dynamics. Developing pedagogical content knowledge (PCK) is an important factor in overall technology integration; teachers must make it a priority to acquire PCK before integrating technology. In preservice teacher education, PCK development must be supported with actual teaching experience. We believe that the results of the study may provide valuable insight with respect to proper focus on technology integration and recognizing limitations and challenges within TPACK principles to both those who teach technology integration and those who design TPACK-based activities. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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