Keywords

information and communication technology, pedagogical content knowledge, pre-service teacher education, technological pedagogical content knowledge, technology integration

Abstract

This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding howteacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate how and why they would integrate technology in three content teaching design tasks. Researchers identified themes from student rationales that mapped to the TPACK constructs. Rationales simultaneously supported subcategories of knowledge that could be helpful to other researchers trying to understand and measure TPACK. The research showed significant student growth in the use of rationales grounded in content-specific knowledge and general pedagogical knowledge, while rationales related to general technological knowledge remained constant.

Original Publication Citation

Graham, C. R., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning. 28(6), 530-546. doi:10.1111/j.1365-2729.2011.00472.x

Document Type

Peer-Reviewed Article

Publication Date

2012

Publisher

Journal of Computer Assisted Learning

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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