Friday, March 30
10:15-10:45 AM
EDT
Edison G

Impact of Prior Knowledge, Course Design, and Technology Preparation on Pre-service Teachers’ TPACK Development in a Required Educational Technology Course

Full Paper ID: 52047
  1. aaa
    Yi Jin
    Sonoma State University
  2. aaa
    Denise Schmidt-Crawford
    Iowa State University

Abstract: Prior knowledge, course design, and technology preparation play essential roles in pre-service teachers' TPACK development In this paper, the researchers investigated the impact of prior knowledge, course design, and technology preparation on pre-service teachers' post-TPACK and TPACK development scores in a required educational technology course Statistical analyses, two-way multivariate analysis of variance (MANOVA), were run The researchers found that all three variables affected pre-service teachers' post-TPACK and TPACK development scores In particular, cluster 2 pre-service teachers who reported higher pre-TPACK scores had higher post-TPACK scores The second course design, which integrated content-specific strategies guided by TPACK framework, was more effective for developing pre-service teachers’ TPACK in both clusters However, although cluster 1 pre-service teachers increased more in their TPACK development scores, they could not catch up with those in cluster 2 in both course designs The results of this paper provided empirical data on the impact of prior knowledge, course design, and technology integration on pre-service teachers’ TPACK development Future directions for research and practical implications were discussed

Presider: Aaron Bruewer, University of the District of Columbia

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