Abstract
This study examines the experiences and attitude of the first cohort of students who took a discipline-focused educational technology course in a teacher education institution. This course, Technology in Language Education, utilize Technological, Pedagogical, Content Knowledge (TPCK) framework to train 107 preservice teachers to utilize and innovate with technological tools. The results of the post-evaluation questionnaires answered by 58 of these preservice teachers suggest the achievement of both the program and course learning outcomes. In the follow-up surveys conducted after practicum and during their first year of teaching, evidence of knowledge and skill transfer were expressed. Furthermore, lesson plans evaluated using Harris, Grandgenett, and Hofer's (2010) TPACK-Based Technology Integration Rubric imply the students’ fulfillment of the learning outcomes of the course.
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