Pre-service teachers’ competencies for technology integration: Insights from a mathematics-specific instructional technology course

ID: 36635 Type: Brief Paper
  1. Douglas Agyei, University of Cape Coast, Ghana
  2. Joke Voogt, University of Twenete, Netherlands

Monday, March 5 10:15 AM-11:15 AM Location: Capitol E View on map

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Abstract: A combination of various measures (self-report, learning outcomes and written reports) was employed to investigate 104 pre-service teachers’ competencies in spreadsheet integration after enrolling in an Instructional Technology course. The pre-service teachers engaged in a “learning technology by design” approach in which they worked in design teams to develop spreadsheet-enhanced solutions to authentic mathematical problems. Their developed competencies were reported in their evolving lesson outcomes (TPACK evidence in the analysis of lesson plan product and observed instruction) and self-reported TPACK. The learning outcome provided specific information and concrete representations of what the pre-service teachers could actually do with technology as a result of their TPACK development. The study showed that, the teachers developed and improved their competencies in technology integration as a result of strategies used in the design of the technology integration course.


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