Source: Journal of Digital Learning in Teacher Education, Volume 30, Issue 4, 2014, p. 139-149
The present study applied an Integrated Triadic Model (ITM) to a social studies methods course and measured the extent that preservice teachers’ TPACK changed.
The study also gathered beliefs about the effectiveness of course activities for developing TPACK.
Data collected and analyzed from self-assessment surveys and reflective writings indicated an increase in understanding of the relationships between technologies, instructional strategies, and social studies content.
The application of the ITM created and enhanced course activities that contributed to the development of preservice teachers’ TPACK.
The ITM represents a new model for teacher education programs to evaluate and redesign learning experiences that prepare teachers to effectively and appropriately integrate technology.
- Co-Analysis of Work in the Triadic Supervision of Preservice Teachers Based on Neo-Vygotskian Activity Theory: Case Study from a French University Institute of Teacher Training
- Preservice Teachers' Conceptions about Computers: An Ongoing Search for Transformative Appropriations of Modern Technologies