Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning

Autor/inn/en	Alayyar, Ghaida M.; Fisser, Petra; Voogt, Joke
Titel	Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 8, S.1298-1316 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Blended Learning; Computer Attitudes; Computer Literacy; Integrated Learning Systems; Open Source Technology; Instructional Design; Comparative Analysis; Pretests Posttests; Questionnaires; Student Attitudes; Instructional Effectiveness; Preservice Teacher Education; Preservice Teachers; Problem Based Learning; Science Teachers; Pedagogical Content Knowledge; Educational Technology; Cooperative Learning; Females; Elementary School Science; Web Based Instruction; Computer Assisted Instruction; Technology Integration; Statistical Analysis; Interviews; Surveys; Kuwait + Suchen Sie Ihr Suchwort? Ausland; Computerkenntnisse; Lesson concept; Lessonplan; Unterrichtsentwurf; Fragebogen; Schülerverhalten; Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Problem-based learning; Problemorientiertes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Unterrichtsmedien; Kooperatives Lernen; Weibliches Geschlecht; Web Based Training; Computer based training; Computerunterstützter Unterricht; Statistische Analyse; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung
Abstract	The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training. Pre-service teachers were separated into two groups. The first group was coached by ICT, pedagogy, and content experts. The second group was offered a blended condition, by which they had access to an online portal with different tutorials and examples, with opportunities to meet with different experts whenever they wanted. Pre-test and post-test design data were collected for attitudes toward ICT, ICT skills, and TPACK. The findings show that the self-reported TPACK, the score of attitudes toward ICT, and ICT skills increased in both groups. However, the blended support condition reported a higher increase in the participants' technological knowledge (TK), technological pedagogical knowledge (TPK), their attitude toward ICT as a tool for instruction and productivity, and ICT enjoyment. This indicated that students perceived the blended condition for supporting design teams as a more desirable method for enhancing their development of TPACK. (Contains 8 tables.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10