Technology Modeling Effects on Early Childhood Teachers Self-assessed TPACK

ID: 31303 Type: Full Paper
  1. Hsueh-Hua Chuang, National Sun Yat-Sen University, Taiwan
  2. Chao-Ju Ho, National Sun Yat-sen University, Taiwan

Thursday, March 10 1:30 PM-2:00 PM Location: General Thomas

No presider for this session.

Abstract: This study aimed to investigate the modeling effects from the teacher education programs on the in-service early childhood teachers self-assessed technological pedagogical content knowledge (TPACK). The five modeling of technology uses during teacher training are 1) the use of Information Technology (IT) hardware and software 2) the use of digital materials and multimedia educational software, 3) the use of online course platform, 4) the use of online assessment, and 5) the use of CMC tools to facilitate interactions. A total of 335 in-service early childhood teachers took the final survey and the response rate is 86%. Correlation analysis results showed a significant correlation between the five modeling technology uses and the early childhood teachers’ self-assessed TPACK. A further regression analysis revealed that the use of Computer-mediated Communication (CMC)–based teaching tools and the use of digital materials and multimedia educational software are two significant predictors to the early childhood teachers’ self-assessed TPACK.

Topics

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.