Source: Journal of Technology and Teacher Education, 22(4), 471-495, Octobe 2014.
This study explores pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience.
Data were collected through a pre-post administration of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology, open-ended survey responses, a focus group and a conference involving teacher educators, practicing teachers and pre-service teachers.
Findings indicated that a content-specific technology integration course offered simultaneously with extensive field experience through careful instructional design can improve pre-service teachers’ understanding of combining technology with science content and pedagogy.
Further, the content-specific nature of the course encouraged pre-service teachers to consider the interactions among technology and content (TCK) more frequently compared to technology and pedagogy (TPK).