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New Technologies, New Horizons: Graduate Student Views on Creating Their Technological Pedagogical Content Knowledge (TPACK)

New Technologies, New Horizons: Graduate Student Views on Creating Their Technological Pedagogical Content Knowledge (TPACK)
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Author(s): Hiller A. Spires (North Carolina State University, USA), Meixun Zheng (North Carolina State University, USA) and Manning Pruden (North Carolina State University, USA)
Copyright: 2012
Pages: 19
Source title: Student Reactions to Learning with Technologies: Perceptions and Outcomes
Source Author(s)/Editor(s): Kathryn Moyle (Charles Darwin University, Australia) and Guus Wijngaards (Inholland University, The Netherlands)
DOI: 10.4018/978-1-61350-177-1.ch002

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Abstract

The purpose of this chapter is to present graduate students’ views of their Technological Pedagogical Content Knowledge (TPACK) development. These graduate students are also teachers. Data was collected using a mixed method approach founded on the TPACK Framework and social network analysis. Koehler and Mishra (2006) claim that effective teaching with technology requires TPACK, or an ability to integrate content, pedagogy and technology flexibly during the act of teaching. As part of a graduate course on new literacies and media, participants were required to design and implement lessons that incorporated a range of technologies, produce written reflections about their experiences, and engage in online interactions with participants in the class. Qualitative results from participants’ written reflections revealed four themes relative to TPACK. Additionally, a social network analysis demonstrated a positive relationship between participants’ views on their TPACK development and their interaction patterns within the online learning environment. This study shows that the TPACK framework can be a useful tool, giving educators a productive way to think about technology integration as they navigate the rapid changes prompted by emerging technologies.

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