Enhancing TPACK with Assistive Technology: Promoting Inclusive Practices in Preservice Teacher Education

Autor/inn/en	Marino, Matthew T.; Sameshima, Pauline; Beecher, Constance C.
Titel	Enhancing TPACK with Assistive Technology: Promoting Inclusive Practices in Preservice Teacher Education
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 9 (2009) 2, S.187-207 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Preservice Teacher Education; Educational Practices; Educational Technology; Assistive Technology; Teaching Skills; Teaching Models; Inclusion; Mainstreaming; Pedagogical Content Knowledge; Teacher Education Programs; Curriculum Implementation; Technology Uses in Education; Instructional Design; Student Diversity + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Bildungspraxis; Unterrichtsmedien; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrmodell; Inklusion; Pädagogische Kompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	As the global community continues the transition from an industrialized factory model to an information and now participatory networked-based society, educational technology will play a pivotal role in preparing students for their futures. Many teacher preparation programs are failing to provide preservice teachers with the knowledge, skills, and dispositions necessary to adopt and utilize technology effectively. This paper presents an enhanced technology, pedagogy, and content knowledge (TPACK) model that adds assistive technology as a means to promote inclusive educational practice for preservice teachers. This model offers substantive promise for improving learning outcomes for students with disabilities and other traditionally marginalized populations who receive the majority of their classroom instruction in general education settings. This paper extends the TPACK model by providing specific examples of how assistive technology and instructional technology are distinct yet overlapping constructs. Essential technology skills for preservice teachers and strategies supporting inclusive educational practice are identified. (Contains 4 figures.) (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10