Examining TPACK and Technology Integration Decision-making among International Teachers

ID: 48054 Type: Brief Paper
  1. Medha Dalal, Dr. Leanna Archambault, and Catharyn Shelton, Arizona State University, United States

Wednesday, March 23 11:30-11:50 AM

No presider for this session.

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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