Wednesday, March 23
11:30-11:50 AM
EDT
Scarbrough 2

Examining TPACK and Technology Integration Decision-making among International Teachers

Brief Paper ID: 48054
  1. aaa
    Medha Dalal
    Arizona State University
  2. aaa
    Dr. Leanna Archambault
    Arizona State University
  3. Catharyn Shelton
    Arizona State University

Abstract: This mixed-methods study is situated in the context of a teacher education exchange program in which international secondary school teachers from various countries around the world participate in a technology professional development workshop. Drawing upon the technological pedagogical content knowledge (TPACK) framework, our ongoing study aims to examine the perceived ability of the international teachers before and after the professional development. A survey of TPACK skills and a design task will be used to explore teachers’ developing TPACK and the rationale behind the technology integration decisions made by the international teachers in instruction planning. We anticipate that this study will have considerable implications for international teachers’ professional development programs and the sustainability of such efforts.

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