Source: Journal of Computing in Teacher Education, Volume 23, Number 4, Summer 2007.
This research examined the effects of case-based instructional strategies on the development of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher preparation students. The study was part of the Crossroads Project funded by the Preparing Tomorrow’s Teachers for Using Technology (PT3) grant from the United States Department of Education.
Thirty-three students completed a six-week course in technology integration in teaching methods at a large Southeastern university. Content analysis was used to examine student data: case responses, case reflections, and course reflections.
Although there were mixed responses to the case analysis process, findings indicated that as the semester progressed the preservice teachers began to display an understanding of integrated concepts of PTICK and valued learning from the group case discussions.