Multi-Year Trend of Nine Pre-service Teacher Cohorts’ TPACK in a Required Educational Technology Course

ID: 52043 Type: Full Paper
  1. Yi Jin, Sonoma State University, United States
  2. Denise Schmidt-Crawford, Iowa State University, United States

The purpose of this research is to investigate the trends in pre-service teachers’ pre- and post-TPACK scores in a required educational technology course over a span of nine academic years The researchers conducted descriptive and one-way ANOVA analyses to examine these trends From the results of these tests, surprisingly, the researchers found that in general pre-service teachers’ pre- and post-TPACK scores remained relatively stable over the years However, there were statistically significant increases from their pre-TPACK to post-TPACK scores In the discussion section, the researchers discussed the possible reasons for the stability in pre-service teachers’ pre- and post-TPACK scores They also provided suggestions for future TPACK research

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