Unpacking the "Total PACKage": Emergent TPACK Characteristics from a Study of Preservice Teachers Teaching with Technology

Autor/inn/en	Jaipal, Kamini; Figg, Candace
Titel	Unpacking the "Total PACKage": Emergent TPACK Characteristics from a Study of Preservice Teachers Teaching with Technology
Quelle	In: Journal of Technology and Teacher Education, 18 (2010) 3, S.415-441 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Preservice Teachers; Student Teaching; Teacher Attitudes; Teaching Methods; Technology Integration; Focus Groups; Interviews; Pretests Posttests; Partnerships in Education; College Faculty; Consultants; Graduate Students; Pedagogical Content Knowledge; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Hochschulpartnerschaft; Fakultät; Consultant; Berater; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Pädagogische Kompetenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Four pre-service teachers participated in a school-based collaborative initiative where they were supported by 2 university faculty members, a school board technology consultant and a Masters student to integrate technology into teaching practice. Pre-service teachers planned and taught technology-enhanced lessons during a 7-week practice-teaching block at two K-8 schools. This paper proposes a framework that outlines particular characteristics for supporting pre-service teachers' effective integration of technology into classroom practice. The characteristics emerged from a cross-case analysis of data sources from the 4 participants. Data sources included pre and post focus group interviews, individual interviews, planning and support sessions, lesson plans, and observations of pre-service teachers' classroom practice. A framework is proposed that expands understandings of the current TPACK model (Koehler & Mishra, 2008) for classroom practice. (Contains 2 figures, 1 table, and 1 note.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10