Designing Effective Technology Preparation Opportunities for Preservice Teachers

Chrystalla Mouza, Rachel Karchmer-Klein

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In this chapter, we present one approach to the design of standalone educational technology courses that is aligned with research-based principles for the preparation of preservice teachers, while utilizing the framework of technological pedagogical content knowledge (TPACK) as an instructional guide. We also present insights from preservice teachers’ reflections on the TPACK framework, and their anticipated uses of technology in their student teaching placement and future classrooms. Preservice teachers’ reflections indicated that key components of the course were beneficial in fostering a greater appreciation of technology in the context of content and pedagogy. Further, all preservice teachers expect to use technology in their future classrooms although their descriptions did not provide detailed information on how they would do so, while considering issues of content and pedagogy. We conclude with a discussion and implications for future practice.

Original languageEnglish (US)
Title of host publicationTechnological Pedagogical Content Knowledge
Subtitle of host publicationExploring, Developing, and Assessing TPCK
EditorsCaroula Angeli, Nicos Valanides
PublisherSpringer
Pages115-136
Number of pages22
ISBN (Electronic)9781489980809
ISBN (Print)9781489980793, 9781489978356
DOIs
StatePublished - 2015
Externally publishedYes

Keywords

  • Course design
  • Educational technology
  • Preservice teachers
  • Teacher education
  • Technological pedagogical content knowledge

ASJC Scopus subject areas

  • General Social Sciences

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