Abstract
This study investigates pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology. Qualitative data were collected through open-ended survey responses, a focus group and a conference involving teacher educators, practicing teachers and pre-service teachers. Findings indicated that a content-specific technology integration course offered simultaneously with extensive field experience through careful instructional design can improve pre-service teachers’ understanding of combining technology with science content and pedagogy. Further...
Original language | English (US) |
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Pages (from-to) | 471-495 |
Number of pages | 25 |
Journal | Journal of Technology and Teacher Education |
Volume | 22 |
Issue number | 4 |
State | Published - Oct 1 2014 |
Externally published | Yes |