Technological Pedagogical Content Knowledge (TPACK)-Based Course Design in Preservice Social Studies Education
Abstract: An educational technology course for preservice social studies teachers was created based on technological pedagogical content knowledge (TPACK) (Mishra & Koehler, 2006) and refined based on the results of a TPACK- survey completed by students before the course began. The instructor was able to eliminate aspects correlating with high self-assessed knowledge and focus on areas which showed a perceived lack of knowledge. Results of this survey and this paper provide a snapshot of students’ perceived knowledge, according to TPACK components, prior to entering the teaching field while also demonstrating how course design can quickly be modified if the class curriculum has a TPACK foundation connected with a TPACK pre-class survey.
Presider: Jane Hunter, University of Technology Sydney, Australia