Pre-Service Teachers Self-Assessing TPACK Using a Visual Quantitative Model

ID: 52544 Type: Brief Paper
  1. Ming Tomayko, Towson University, United States

Thursday, March 29 11:30-11:50 AM Location: Whitney View on map

Presider: Hannah Bijlsma, University of Twente, Netherlands

Abstract: In this study, pre-service teachers (PSTs) in an instructional technology course used a visual quantitative model to track their growth in the seven knowledge domains associated with Technological Pedagogical Content Knowledge (TPACK). Written reflections by the PSTs provided insights into self-reported ratings that improved, stayed constant, or declined. Preliminary findings indicate that PSTs’ growth in TPACK was often attributed to the applied and practical nature of course activities as well as the PSTs’ increased confidence with using technology. PSTs were also able to describe actionable next steps to further grow their TPACK in areas that were stagnant. While few PSTs reported areas where knowledge declined, it is speculated that this was a result of PSTs initial overestimate of their knowledge.

Topic

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