Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

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Author(s): Drew Polly (University of North Carolina at Charlotte, USA), Ian C. Binns (University of North Carolina at Charlotte, USA), S. Michael Putman (University of North Carolina at Charlotte, USA), Tracy Rock (University of North Carolina at Charlotte, USA)and Amy J. Good (University of North Carolina at Charlotte, USA)
Copyright: 2019
Pages: 30
Source title: Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7305-0.ch070

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

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Abstract

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

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Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

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