Thursday, March 9
1:45 PM-2:15 PM
CST
Capitol F

Differences in preservice teachers’ readiness to use ICT in education and development of TPACK

Full Paper ID: 50260
  1. aaa
    Erkko Sointu
    University of Eastern Finland
  2. aaa
    Teemu Valtonen
    University of Eastern Finland
  3. Christine Cutucache
    University of Nebraska at Omaha
  4. Jari Kukkonen
    University of Eastern Finland
  5. Matthew C. Lambert
    University of Nebraska-Lincoln
  6. Kati Mäkitalo-Siegl
    University of Eastern Finland

Abstract: Education for the 21st century society requires the use of Information and Communication Technology (ICT) in education. This presents challenges for preservice teacher education. Thus, more cognate understanding about preservice teachers’ readiness to use ICT in education, coupled with knowledge related to ICT in education, is needed. Furthermore, it is important to understand that preservice teachers have various levels of readiness to use ICT in education, thereby creating a demand to investigate sub-groups within preservice teachers. This study focuses on differences of readiness and development of knowledge between preservice teachers’ based on two theoretical constructs: Theory of Planned Behavior and TPACK. Results indicate differences in readiness of preservice teachers’ sub-groups. Still, positive development trends in terms of knowledge of ICT in education can be found during the first two years of preservice teacher education. Limitations and future research are discussed.

Presider: Anneke Smits, Windesheim University of Applied Sciences

Topic

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