Investigating Differences in Teacher Candidate TPACK: Comparisons of a STEM Professional Development School and a Standalone Educational Technology Course

Virtual Paper ID: 57790
  1. aaa
    Daniel Mourlam
    University of South Dakota
  2. Steven Chestnut
    University of South Dakota

Abstract: Preparing teacher candidates to teach effectively with technology is a complex issue in teacher education. As programs have transitioned from technocentric methods to those where candidate knowledge of technologies, pedagogy, and content (TPACK) are developed in tandem, several approaches have emerged. The purpose of this study was to examine candidate TPACK development in a STEM professional development school (PDS) program. Taking place at a medium-sized research institution, the PDS program occurs in one of three sections of an introductory educational technology course embedded at a local elementary school. In the PDS program, candidates plan, teach, and evaluate integrated STEM lessons with a computer science focus to elementary learners. The goals of this study were to (a) determine any differences in candidate self-reported TPACK before and after completing a STEM PDS program, and (b) determine any differences in candidate TPACK for those enrolled in the STEM PDS program and those not enrolled. Data was collected through a self-report TPACK survey instrument and analyzed using both paired- and independent-samples t-tests, and effect sizes. Results indicated candidates from both groups experienced statistically significant increases in their knowledge pre-to-post, however, there were no between group differences. Implications for practice and research will be discussed.

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