Building TPACK in Preservice Teachers Through Explicit Course Design

Abstract

The authors of this study utilized the TPACK (Technological, Pedagogical, and Content Knowledge) framework in developing and assessing these skills within an advanced technology integration course for preservice teachers. The research contributes to the use of TPACK as a metric for measuring technology integration of pre-service teachers. Two groups of students enrolled in an undergraduate teaching certification program, at a medium size liberal arts university participated in this study. One group was explicitly taught the TPACK framework while the other group was not. Both groups then completed a pre/post TPACK assessment. Analysis of the pre/post TPACK assessment instrument and fieldwork reflections revealed positive results in explicitly using the TPACK framework in developing these skills in preservice teachers. However, the positive results were not as evident when analyzing the student lesson plans.