Search results for: Grandgenett Neal
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TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program
In this mixed-methods study, the authors sought to trace the development of preservice teachers’ technological pedagogical content knowledge (TPACK) over time. The results revealed significant development of the participants technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).
Updated: Jun. 06, 2016
The goal of this research was to examine the impact of robotics and geospatial technologies instruction on middle school students' learning and attitudes toward science, technology, engineering, and mathematics (STEM). The first intervention was robotics and GPS/GIS full intervention that targeted at youth who spent 40 hours in a summer-camp setting. The second intervention was a 3-hour event modeled on the camp experiences and intended to provide an introduction to these technologies. Results showed that the week-long intervention clearly increased the students' STEM learning. In contrast, the short-term intervention had no impact on student learning but it clearly had an impact on student attitudes.
Updated: Mar. 13, 2011