Instructors' Growth in TPACK

Teaching Technology-Infused Methods Courses to Preservice Teachers

Teresa Foulger, Ray Buss, Keith Wetzel, Lee Ann Lindsey

Research output: Contribution to journalArticle

5 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)134-147
Number of pages14
JournalJournal of Digital Learning in Teacher Education
Volume31
Issue number4
DOIs
StatePublished - Oct 2 2015

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instructor
Teaching
teacher
Educational technology
Curricula
development model
educational technology
experience
expertise
candidacy
expert
educator
curriculum
evidence

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 journalArticle

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