Exploring changes in pre-service teachers’ self-perceived Technological Pedagogical Content Knowledge (TPACK) and design beliefs in an online summer educational technology program.
Abstract: Pre-service teachers’ perception and attitudes towards technology and design play a critical role in Technological Pedagogical Content Knowledge (TPACK) development. This study explored changes in pre-service teachers’ (PSTs) self-perceived TPACK and design beliefs in an online summer educational technology program focused on preparing PSTs for effective integration of instructional technology into teaching and learning. The study followed the single group pre/post-test design and was guided by the following research question: In what ways the online summer educational technology program influenced PSTs' self-perceived TPACK and design beliefs? The results indicated that by the end of the program PSTs’ self-perceived TPACK and attitudes towards technology increased significantly with moderate effect sizes, which could be explained by the program design and practices with technology. The other design beliefs did not change significantly, however, moderate correlations found between self-perceived TPACK and design disposition suggest that in a long run, design disposition could also improve. Lack of changes in the beliefs about the new culture of learning and views about themselves as teacher designers could be explained by the ceiling effect.
Presider: Dan Dao, Distance and Online Education-The University of Iowa