Monday, March 5
10:45 AM-11:15 AM
CST
Terrace South

Technology Integration in K-12 Geography Education Using TPACK as a Theoretical Model

Full Paper ID: 36436
  1. aaa
    Aaron Doering
    University of Minnesota
  2. aaa
    Suzan Koseoglu
    University of Minnesota

Abstract: There is a need for designing effective professional development programs and instructional models addressing the needs and challenges of K-12 technology integration. In this longitudinal research study, we examine the impact of a professional development program that was designed with an explicit focus on developing in-service K-12 geography teachers’ technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Teachers’ perceived TPACK levels and their experiences with integrating a specific technology in their classes have been analyzed using data collected via surveys and video recordings.

Presider: Cittoor Girija Navaneedhan, Indian Institute of Technology

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