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Using TPACK as a framework to understand teacher candidates' technology integration decisions.

This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher cand...

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Published in:Journal of Computer Assisted Learning Vol. 28; no. 6; pp. 530 - 547
Main Authors: Graham, C.R., Borup, J., Smith, N.B.
Format: research tables/charts Journal Article
Published: Wiley-Blackwell Dec2012
Online Access:View this record in EBSCOhost
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      dt: Dec2012
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      pub: Wiley-Blackwell
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        atl: Using TPACK as a framework to understand teacher candidates' technology integration decisions.
      aug:
        au:
          Graham, C.R.
          Borup, J.
          Smith, N.B.
        affil: Instructional Psychology & Technology Department, Brigham Young University, Provo, UT, USA
      sug:
        subj:
          Conceptual Framework
          Teachers
          Information Technology Utilization
          Teaching Methods
          Human
          Decision Making
          Curriculum
          Coding
          Paired T-Tests
          Stratified Random Sample
      ab: This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate how and why they would integrate technology in three content teaching design tasks. Researchers identified themes from student rationales that mapped to the TPACK constructs. Rationales simultaneously supported subcategories of knowledge that could be helpful to other researchers trying to understand and measure TPACK. The research showed significant student growth in the use of rationales grounded in content-specific knowledge and general pedagogical knowledge, while rationales related to general technological knowledge remained constant.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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