Impact of Prior Knowledge, Course Design, and Technology Preparation on Pre-service Teachers’ TPACK Development in a Required Educational Technology Course

ID: 52047 Type: Full Paper
  1. Yi Jin, Sonoma State University, United States
  2. Denise Schmidt-Crawford, Iowa State University, United States

Friday, March 30 10:15-10:45 AM Location: Edison G View on map

Presider: Aaron Charles Bruewer, Shawnee State University, United States

Abstract: Prior knowledge, course design, and technology preparation play essential roles in pre-service teachers' TPACK development In this paper, the researchers investigated the impact of prior knowledge, course design, and technology preparation on pre-service teachers' post-TPACK and TPACK development scores in a required educational technology course Statistical analyses, two-way multivariate analysis of variance (MANOVA), were run The researchers found that all three variables affected pre-service teachers' post-TPACK and TPACK development scores In particular, cluster 2 pre-service teachers who reported higher pre-TPACK scores had higher post-TPACK scores The second course design, which integrated content-specific strategies guided by TPACK framework, was more effective for developing pre-service teachers’ TPACK in both clusters However, although cluster 1 pre-service teachers increased more in their TPACK development scores, they could not catch up with those in cluster 2 in both course designs The results of this paper provided empirical data on the impact of prior knowledge, course design, and technology integration on pre-service teachers’ TPACK development Future directions for research and practical implications were discussed

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