An international investigation of TPACK
Paper
Paper/Presentation Title | An international investigation of TPACK |
---|---|
Presentation Type | Paper |
Authors | Redmond, Petrea (Author) and Peled, Yehuda (Author) |
Editors | Rutledge, David and Slykhuis, David |
Journal or Proceedings Title | Proceedings of the 26th Society for Information Technology & Teacher Education International Conference (SITE 2015) |
ERA Conference ID | 51048 |
Journal Citation | 1, pp. 3384-3389 |
Number of Pages | 6 |
Year | 2015 |
Place of Publication | Chesapeake, VA, United States |
ISBN | 9781939797131 |
Web Address (URL) of Paper | http://www.editlib.org/j/SITE/v/2015/n/1/ |
Conference/Event | 26th International Conference of the Society for Information Technology and Teacher Education (SITE 2015) |
Society for Information Technology and Teacher Education International Conference | |
Event Details | 26th International Conference of the Society for Information Technology and Teacher Education (SITE 2015) Event Date 02 to end of 06 Mar 2015 Event Location Las Vegas, United States |
Event Details | Society for Information Technology and Teacher Education International Conference |
Abstract | Effective technology integration requires knowledge and skills of three key interdependent knowledge areas: pedagogical content knowledge, technology content knowledge and technological pedagogical knowledge. At the intersection of all these knowledge areas is Technological Pedagogical and Content Knowledge or TPACK. From the analysis of the data from an online survey completed by pre-service teachers in Australia and Israel, the authors will share similarities and differences of TPACK across two international universities. The aim of this research was to identify if there are any contextual differences between the levels of TPACK in pre-service teachers from the two different countries. This paper presents implications for teacher education programs that may be relevant in multiple contexts. The following are outcomes of the research. First, pre-service teachers are provided with a wealth of experiences using technology in their learning and in designing learning experiences in their course work. Second, pre-service teachers need to have opportunities to apply the theory of TPACK in the design of their lessons and learning tasks in their professional experience. Third, pre-service teachers have low confidence in TK and TPK. Finally, there is limited difference in the experience and confidence of pre-service teachers in TPACK irrespective of location. |
Keywords | TPACK, teacher education, international, pre-service teachers |
ANZSRC Field of Research 2020 | 390405. Educational technology and computing |
Public Notes | File reproduced in accordance with the copyright policy of the publisher/author. |
Byline Affiliations | School of Teacher Education and Early Childhood |
Western Galilee College, Israel | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q2y6z/an-international-investigation-of-tpack
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