Intersection and Impact of Universal Design for Learning (UDL) and Technological, Pedagogical, and Content Knowledge (TPACK) on Twenty-First Century Teacher Preparation: UDL-Infused TPACK Practitioner’s Model

Technological Pedagogical Content Knowledge

“…UDL is not just a model for the special education teacher and TPACK is not just a model for the general education teacher. The twenty-fi rst century teacher should be teaching for student learning, assessing for student learning, and engaging for student learning, based on the conceptual framework of a UDL infused TPACK model if they expect to teach the full spectrum of diverse, exceptional, and gifted learners in the nation's school (Benton-Borghi, 2012, 2013. Teacher educators and ICT experts need to consider this new approach and to research the impact of this model to narrow the gap in teacher effi cacy to teach all students.…”

“…The data on the 5-point UDL-TPACK scale found a .78 mean difference. Inferential statistics were not reported, because 100 % of the class did not participate in the survey research (Benton-Borghi, 2012 ).…”

“…Information and communication around the world are more accessible, instantaneous, vibrant, and rich with visual and audio elements. The electronic modality of the digital age empowers teachers and students to learn in innovative ways and in dynamic, accessible, and global environments, increasing the opportunities for inclusivity and equity (Benton-Borghi, 2012, 2013 in increasingly diverse classrooms (Aud et al, 2012 ). The World Wide Web has grown exponentially since the 1990s and is becoming ubiquitous in higher education (Burgstahler, 2008 ) and in P-12 schools along with increased availability of technology (Wells & Lewis, 2006 …”

Self-Efficacies of Prospective Mathematic Teachers’ Technological Pedagogical Content Knowledge (TPACK)

“…PCK is knowledge of the way to teach a specific subject matter according to both of characteristics, students and subject matter (Gess-Newsome, 1999;Magnusson, Krajcik, & Borko, 2002;Shulman, 1986Shulman, , 1987. TCK is related to subject matter knowledge and the use of technology to deepening and presentation of subject matter (Benton-Borghi, 2015;Harris et al, 2009;Kazu & Erten, 2014;Koehler & Mishra, 2008Mishra & Koehler, 2006;Tzavara & Komis, 2015). TPK is the use of technology to support learning methods (Benton-Borghi, 2015;Harris et al, 2009;Koehler & Mishra, 2008Mishra & Koehler, 2006;Terpstra, 2015).…”

“…TPACK is a framework of teacher knowledge which can support the teachers to implement effective learning. Teachers should be know how to teach the specific concepts with the use of technology (Benson et al, 2015;Benton-Borghi, 2015;Harris et al, 2009;Hsu, 2015a;Kazu & Erten, 2014;Koehler & Mishra, 2008Mishra & Koehler, 2006;Terpstra, 2015;Tzavara & Komis, 2015). TPACK make the teachers understand about characteristics of subject matters and students, so they can choose the appropriate of learning strategies and the use of technology in learning.…”