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

  1. Aaron Doering, University of Minnesota, United States
  2. Suzan Koseoglu, University of Minnesota, United States
Monday, March 5 10:45 AM-11:15 AM Terrace South

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.