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

  1. Daniel Mourlam, University of South Dakota, United States
  2. Steven Chestnut, University of South Dakota, United States

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 ...