Abstract
This study investigates the effects of case-based learning on pre-service teachers' knowledge integration related to teaching with technologies. 78 pre-service teachers were provided with interventions that included either video cases or no cases. ANCOVAs were performed to compare two groups' TPACK scores representing technological, pedagogical and content knowledge, and their integration. The results showed that video cases improved pre-service teachers' perceived learning of technological and pedagogical knowledge, and knowledge integration of these knowledge areas. However, content-relevant knowledge for technology integration was not developed through case-based learning. The results were discussed in the context of current teacher preparation programs.
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