Examining the impact of educational technology courses on pre-service teachers’ development of technological pedagogical content knowledge

Hsu, Pi-Sui

doi:10.1080/10476210.2011.622041

Cited by 28 publications

(13 citation statements)

References 26 publications

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“…The authors illustrates how specifically instructor competency and willingness to use technologies in teaching will enrich their courses in the technology-integration process while modeling best practices for pre-service teachers. This sentiment was echoed in another article by Hsu (2012) While these findings articulated the profound influence that instructor modeling can have on teacher candidates, Thomas et al (2013) extended this concept by stating "Leaders, deans and department heads must be an integral part of the change process for successful technology integration to take place"(pg. 55).…”

Section: Leadership and Modeling Of Technology Integrationmentioning

confidence: 99%

Successful Implementation of TPACK in Teacher Preparation Programs

Martin¹

2015

IJITE

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Section: Leadership and Modeling Of Technology Integrationmentioning

confidence: 99%

Successful Implementation of TPACK in Teacher Preparation Programs

Martin¹

2015

IJITE

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“…To accomplish this, teacher educators need to design programs conducive to effective technology integration and create a rich environment for tomorrow's technology-using teachers and their students. Many universities worldwide have responded to this necessity by introducing technology preparation into their teacher education settings in several different forms (Hsu, 2012).…”

Section: Introductionmentioning

confidence: 99%

Educating Pre-service Teachers in Technology Use: A Study of Provision at Lebanese Universities

Chaaban

Moloney²

2016

IJE

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In order to better prepare pre-service teachers to teach with technology, the purpose of this qualitative study was to investigate the current practices and barriers in technology preparation at seven Lebanese education programs. The study used in-depth interviews, document analysis and examination of artifacts to investigate the conditions met, strategies adopted, approaches integrated and content goals pursued within the broader context of a representative sample of Lebanese universities. The participants were seven university lecturers who were responsible for pre-service teachers’ educational technology preparation. Findings revealed inconsistent technology integration across the programs. A number of factors hindered a systematic implementation of technology integration, including insufficient training, combined strategies, technology access, shared vision, mastery and vicarious experiences, faculty development, focus on content area or grade level, and ongoing assessment. The paper outlines the implications for teacher preparation programs and offers suggestions for the better preparation of pre-service teachers.

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“…Lee ve Tsai (2010), deneyimsiz öğretmenlerin PB ve PAB arasında ayırım yapamadıklarını, deneyimli öğretmenlerin ise TPAB açısından düşük özgüvene sahip olduklarını belirlemişlerdir. Öğretmenlerin hizmet öncesi ve hizmet esnasında TPAB profilleri, yeterlikleri ve öz yeterlik algılarını inceleyen tüm bu ve benzeri çalışmaların sonucunda, araştırmacılar öğretmenlerin TPAB yetkinliklerini geliştirmeye yönelik hem hizmet öncesi hem de hizmet içi eğitimlerin önemine vurgu yapmışlar, çeşitli eğitim programları tasarlamışlar ve bu eğitimlerin etkilerini ölçmüşlerdir (Agyei & Voogt, 2012;Angeli ve Valanides, 2005;Hsu, 2012;Martinovic & Zhang, 2012;Meng & Sam, 2013;Mouza, Karchmer-Klein, Nandakumar, Özden ve Hu, 2014).…”

Section: Introductionunclassified

Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi

Karadeniz¹,

Vatanartıran²

2015

İlköğretim Online

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ABSTRACT. The purpose of this study is to investigate the relationship between demographic and technology related variables with Technological Pedagogical Content Knowledge (TPACK) of primary school teachers. The participants were 411 primary school teachers in the city of Edirne who volunteered to answer the online data collection instrument. The first part of the instrument consisted of items on demographics and technology use. The second part was the TPACK instrument developed by Schmidt, et.al (2009) and adapted to Turkish by Öztürk and Horzum (2011). The results showed that primary school teachers found themselves competent in TPACK, the ANOVA results show that there was not a significant difference between the level of the last attained degree of the teachers and the factors of TPACK; however, there was a significant difference between some of the factors of TPACK and the other variables: Teachers' TK showed significant difference in relation to gender; male teachers had a higher self-efficacy towards TK. Teachers with experience of 16 years and more found themselves more competent in CK and PCK compared to teachers with 1 to 5 years of experience. In addition, having an in-service training on technology had a positive influence on the development of teachers' TK and CK.

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Examining the impact of educational technology courses on pre-service teachers’ development of technological pedagogical content knowledge

Cited by 28 publications

References 26 publications

Successful Implementation of TPACK in Teacher Preparation Programs

Successful Implementation of TPACK in Teacher Preparation Programs

Educating Pre-service Teachers in Technology Use: A Study of Provision at Lebanese Universities

Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi

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