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Exploring the Development of Pre-Service Teachers' ICT-TPACK using a Cognitive Stimulation Tool

Exploring the Development of Pre-Service Teachers' ICT-TPACK using a Cognitive Stimulation Tool
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Author(s): Syh-Jong Jang (Asia University, Taiwan)and Meng-Fang Tsai (Kaohsiung Medical University, Taiwan)
Copyright: 2016
Pages: 25
Source title: Handbook of Research on Applied Learning Theory and Design in Modern Education
Source Author(s)/Editor(s): Elena A. Railean (European University of Moldova, Moldova), Gabriela Walker (University of South Dakota, USA), Atilla Elçi (Hasan Kalyoncu University, Turkey)and Liz Jackson (University of Hong Kong, Hong Kong)
DOI: 10.4018/978-1-4666-9634-1.ch018

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Abstract

Self-regulated learning (SRL) skills and Technological Pedagogical and Content Knowledge (TPACK) are important issues in current educational studies. Most of SRL studies have highlighted the relationship between self-regulation and academic performances. However, few existing research on the aspect of SRL is seldom applied to the research on TPACK of pre-service teachers. The purpose of this paper was to examine pre-service teachers' development of TPACK with appropriate Information and Communication Technologies (ICT) using cognitive stimulation tool (CST). Pre-service teachers self-rated their ICT-TPACK at two time points, and the statistical analysis indicated significant difference. The analysis of qualitative data showed that pre-service teachers used cognitive regulation strategies to develop their understanding and application skills on ICT-TPACK and were able to use reflective practices to demonstrate their understanding of TPACK at the end of the semester. The research implications of this study and TPACK instrument development are provided along with suggestions.

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