Source: Journal of Technology and Teacher Education, 18(3), 415-441. (2010).
This article proposes a framework that outlines particular characteristics for supporting pre-service teachers’ effective integration of technology into classroom practice.
Four pre-service teachers participated in a school-based collaborative initiative where they were supported by 2 university faculty members, a school board technology consultant and a Masters student to integrate technology into teaching practice.
Data sources included pre and post focus group interviews, individual interviews, planning and support sessions, lesson plans, and observations of pre-service teachers’ classroom practice.
A framework is proposed that expands understandings of the current TPACK model (Koehler & Mishra, 2008) for classroom practice.
Reference
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In J. A. Colbert, K. E. Boyd, K. A. Clark, S. Guan, J. B. Harris, M. A. Kelly & A. D. Thompson (Eds.), Handbook of Technological Pedagogical Content Knowledge for Educators (pp. 1–29). New York: Routledge.