Towards a TPACK-Fostering ICT Instructional Process for Teachers: Lessons from the Implementation of Interactive Whiteboard Instruction

Autor/inn/en	Koh, Joyce Hwee Ling; Divaharan, Shanti
Titel	Towards a TPACK-Fostering ICT Instructional Process for Teachers: Lessons from the Implementation of Interactive Whiteboard Instruction
Quelle	In: Australasian Journal of Educational Technology, 29 (2013) 2, S.233-247 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Interaction; Preservice Teachers; Pedagogical Content Knowledge; Technological Literacy; Teaching Methods; Educational Technology; Technology Uses in Education; Case Studies; Technology Integration; Foreign Countries; Internet; Web 2.0 Technologies; Computer Mediated Communication; Content Analysis; Singapore + Suchen Sie Ihr Suchwort? Interaktion; Pädagogische Kompetenz; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Ausland; Computerkonferenz; Inhaltsanalyse; Singapur
Abstract	This paper describes an on-going design-based research project that aims to develop an instructional process to facilitate pre-service teachers' technological pedagogical content knowledge (TPACK) development as they learn to integrate information and communication technology (ICT) in their teaching content subjects. In conjunction with an initiative to prepare pre-service teachers for integrating interactive whiteboard (IWB) in their teaching subjects, an instructional process comprising of tutor modelling, hands-on exploration, and group-based design was implemented. The data collected during this first implementation cycle (Cycle 1) was used to enhance the second implementation cycle (Cycle 2) through the inclusion of classroom-based case studies, subject-based design ideas and opportunities for peer sharing. The findings from both implementation cycles reveal that strategies such as tutor modelling and hands-on exploration of ICT tools appeared to be more advantageous for fostering technological knowledge and technological pedagogical knowledge. Group-based design experiences supported the pre-service teachers to formulate TPACK. The paper concludes with a discussion about the future developments of these TPACK-fostering ICT instructional processes. (Contains 1 table and 5 figures.) (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