Towards Purposeful Technology-Integration Practices: Developing TPACK

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Author(s): Cynthia Choi (Le Moyne College, USA)
Copyright: 2022
Pages: 21
Source title: Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices
Source Author(s)/Editor(s): C. Lorraine Webb (Texas A&M University, San Antonio, USA)and Amanda L. Lindner (Texas A&M University, San Antonio, USA)
DOI: 10.4018/978-1-6684-5478-7.ch003

Keywords: Education / Educational Technologies / Information Science Reference / Teacher Education

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Abstract

The purpose of this chapter is to assess the extent of technological pedagogical content knowledge of preservice teachers. Using the TPACK survey developed by Schmidt et al., participating preservice teachers self-assessed their TPACK knowledge. Participating preservice teachers were part of the first cohort required to take an instructional technology course in the undergraduate initial certification program due to revised program requirements. Results indicated that more than 80% of the survey participants agreed that they “can teach lessons that appropriately combine content area, technologies, and teaching approaches.” To further understand these self-reported data, TPACK constructs discussed in this exploration focus on three of the seven domains—TCK, TPK, and TPACK. Actionable considerations for preservice teachers are proposed, including a professional development learning module to build teachers' TPACK knowledge.

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