Vol. 29 No. 2 (2014)
Research Articles

Pre-Service Teachers’ Technological Pedagogical Knowledge: A Continuum of Views on Effective Technology Integration

HTML ePub PDF
  • Kathryn Sue Lee,
  • Shaunna Smith,
  • Beth Bos
Kathryn Sue Lee
Texas State University
Bio
Shaunna Smith
Texas State University
Bio
Beth Bos
Texas State University
Bio

Published 2014-10-14

Keywords

  • teacher education,
  • technology integration,
  • technological pedagogical knowledge

How to Cite

Lee, K. S., Smith, S., & Bos, B. (2014). Pre-Service Teachers’ Technological Pedagogical Knowledge: A Continuum of Views on Effective Technology Integration. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 29(2). Retrieved from https://ijede.ca/index.php/jde/article/view/887
Copyright Notice

Abstract

This article reports a heuristic case study that explored how components of Technological Pedagogical Knowledge (TPK) manifested in the artifacts of post-Baccalaureate pre-service teachers. Self-reported perceptions of their technology integration competencies were high. End-of-semester presentations reflected three distinct views of technology integration: trendy, pragmatic, and pedagogical. The quality of TPK connections in lesson plans was mixed. Higher TPK scores were apparent in lesson plans associated with models of teaching with which they had the most familiarity as learners themselves. The appropriateness of their choice of technology to enhance student learning was related to the depth of their conceptual understanding of the pedagogy. This article concludes by echoing Shulman’s (1987) advice that teacher education courses and programs need to be structured in a way that explicitly address pedagogical reasoning.
HTML ePub PDF

References

  1. Almekhlafi, A. G., & Almeqdadi, F. A. (2010). Teachers' perceptions of technology integration in the United Arab Emirates School classrooms. Educational Technology & Society, 13(1), 165–175.
  2. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154-168.
  3. Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.). New York: Pearson Education.
  4. Bower, M., Hedberg, J., & Kuswara, A. (2010). A framework for Web 2.0 learning design. Educational Media International, 47(3), 177–198.
  5. Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature. International Journal Of Education & Development Using Information & Communication Technology, 8(1), 136-155.
  6. Brupbacher, L., & Wilson, D. (2009). Developing TPCK (Technological Pedagogical Content Knowledge) in teacher preparation programs. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 4020-4024). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/31287.
  7. Cavin, R. (2008). Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2008 (pp. 5214–5220). Chesapeake, VA: AACE. Retrieved from http://editlib.org/p/28106
  8. Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers' development of
  9. technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13 (4), 63–73.
  10. Dell’Olio, J. M., & Donk, T. (2007). Models of teaching: Connecting student learning with standards. Thousand Oaks, CA: Sage Publications.
  11. Glaser, B. G. (2001). The grounded theory perspective: Conceptualization contrasted with description. Mill Valley, CA: Sociology Press.
  12. Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based technology integration assessment rubric. In D. Gibson & B. Dodge (Eds.), Research highlights in technology and teacher education (pp. 323–331). Chesapeake, VA: Society for Information Technology and Teacher Education. Retrieved from http://www.editlib.org/p/33978
  13. Hofer, M. & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary M.A.Ed. program. Journal of Research on Technology in Education, 45(1), 83-106.
  14. Jaipal, K., & Figg, C. (2010). Unpacking the “total package”: Emergent TPACK characteristics from a study of preservice teachers teaching with technology. Journal of Technology and Teacher Education, 18(3), 415-441. Chesapeake, VA: SITE. Retrieved from http://www.editlib.org/p/28335.
  15. Jamieson-Proctor, R., Finger, G., & Albion, P. (2010). Auditing the TK and TPACK confidence of pre-service teachers: Are they ready for the profession? Australian Educational Computing, 25(1), 8-17.
  16. Jang, S., & Chen, K. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education & Technology, 19(6), 553-564.
  17. Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127-140.
  18. Koehler, M. J. & Mishra, P. (2005). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94-102. Retrieved from http://www.editlib.org/p/55262.
  20. Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco, CA: Jossey-Bass.
  21. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x
  22. Pierson, M. E. (2001). Technology integration practice as a function of pedagogical wxpertise. Journal of Research on Computing in Education, 33(4), 413-430.
  23. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  24. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.