TPACK Leveraged: A Redesigned Online Educational Technology Course for STEM Preservice Teachers

Autor/in	Umutlu, Duygu
Titel	TPACK Leveraged: A Redesigned Online Educational Technology Course for STEM Preservice Teachers
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 3, S.104-121 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Teaching Methods; Online Courses; Lesson Plans; Preservice Teachers; Learning Experience; Instructional Design; Thinking Skills; Programming; STEM Education; Teacher Education Curriculum; Educational Technology; Educational Change; State Universities; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Lesson planning; Unterrichtsplanung; Lernerfahrung; Lesson concept; Lessonplan; Unterrichtsentwurf; Denkfähigkeit; Programmierung; STEM; Unterrichtsmedien; Bildungsreform; Staatliche Universität; Ausland; Türkei
Abstract	Integration of computational thinking and programming into science, technology, engineering, and math (STEM) classes is needed to promote students' learning of twenty-first century skills. Yet, teachers are not equipped to achieve this integration successfully as teacher education curricula do not generally align with this need. With the COVID-19 outbreak, curricula also need to be adapted for online environments. This qualitative study presents the redesign of an educational technology course that introduces programming and computational thinking to STEM preservice teachers for online settings, and explores learning experiences of preservice teachers, in terms of how they combine technological knowledge with pedagogy and content. Data were collected from course artifacts, such as reading responses, coding challenges, and lesson designs and implementations. The findings showed the online course design was helpful in enhancing preservice STEM teachers' pedagogical approaches of how to teach computational thinking and programming. Offering hands-on coding practices in the course allowed preservice teachers to improve their technological knowledge (programming), and they were able to integrate their technological pedagogical knowledge into their content area and design meaningful lessons. The study offers implications for design of online teacher education courses that promote preservice teachers' technological pedagogical content knowledge for computational thinking and programming. (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: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01