Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course

Autor/inn/en	Agyei, Douglas D.; Voogt, Joke M.
Titel	Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course
Quelle	In: Technology, Pedagogy and Education, 24 (2015) 5, S.605-625 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2015.1096822
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Teacher Competencies; Spreadsheets; Technology Integration; Educational Technology; Mathematics Instruction; Preservice Teachers; Foreign Countries; Lesson Plans; Observation; Student Attitudes; Teamwork; Secondary School Mathematics; Scoring Rubrics; Student Surveys; Questionnaires; Likert Scales; Statistical Analysis; Ghana + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Lehrkunst; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Ausland; Lesson planning; Unterrichtsplanung; Beobachtung; Schülerverhalten; Scoring formulas; Auswertungsbogen; Schülerbefragung; Fragebogen; Likert-Skala; Statistische Analyse
Abstract	This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics instructional technology course for one semester. Strategies applied in designing the course were: aligning theory and practice, collaborative design, learning technology by design, modelling how to use technology and scaffolding authentic technology experiences. The pre-service teachers' technology integration competencies were assessed through analysis of lesson plans and lesson observations, their self-reported technological pedagogical content knowledge and attitudes towards technology. Findings show that pre-service teachers' technology integration competencies improved after participation in the course. All strategies were considered important, but in particular, scaffolding authentic technology experiences including feedback from teaching try-outs made significant contributions to the pre-service teachers' developed technology integration competencies. The study provides guidelines that can serve as a benchmark for implementing strategies in the design of a subject-specific teacher education programme in preparing pre-service teachers to integrate technology in teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01