Abstract
We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. In comparison to their first time teaching their course, during their third experience they demonstrated that knowledge in teaching teacher candidates how to integrate technology was highly developmental in nature and supported by advancements in instructors' expertise. We found evidence that small changes in their practice were creating larger consequences within our college; it appears our professional development model is creating a positive cultural shift.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 134-147 |
| Number of pages | 14 |
| Journal | Journal of Digital Learning in Teacher Education |
| Volume | 31 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 2 2015 |
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ASJC Scopus subject areas
- Education
- Computer Science Applications
Cite this
Instructors' Growth in TPACK : Teaching Technology-Infused Methods Courses to Preservice Teachers. / Foulger, Teresa; Buss, Ray; Wetzel, Keith; Lindsey, Lee Ann.
In: Journal of Digital Learning in Teacher Education, Vol. 31, No. 4, 02.10.2015, p. 134-147.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Instructors' Growth in TPACK
T2 - Teaching Technology-Infused Methods Courses to Preservice Teachers
AU - Foulger, Teresa
AU - Buss, Ray
AU - Wetzel, Keith
AU - Lindsey, Lee Ann
PY - 2015/10/2
Y1 - 2015/10/2
N2 - We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. In comparison to their first time teaching their course, during their third experience they demonstrated that knowledge in teaching teacher candidates how to integrate technology was highly developmental in nature and supported by advancements in instructors' expertise. We found evidence that small changes in their practice were creating larger consequences within our college; it appears our professional development model is creating a positive cultural shift.
AB - We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. In comparison to their first time teaching their course, during their third experience they demonstrated that knowledge in teaching teacher candidates how to integrate technology was highly developmental in nature and supported by advancements in instructors' expertise. We found evidence that small changes in their practice were creating larger consequences within our college; it appears our professional development model is creating a positive cultural shift.
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U2 - 10.1080/21532974.2015.1055010
DO - 10.1080/21532974.2015.1055010
M3 - Article
VL - 31
SP - 134
EP - 147
JO - Journal of Digital Learning in Teacher Education
JF - Journal of Digital Learning in Teacher Education
SN - 2153-2974
IS - 4
ER -