Abstract
University instructors discuss a required educational technology course in a teacher education program and the impact of two forces: (a) Technological Pedagogical and Content Knowledge, commonly known as TPACK (Misha & Koelher, 2006), and (b) action research data. Over the past two semesters, two new assignments have been instituted based on these two factors. Data revealed concerns on the part of some students: (a) resistance to collaborative work, and (b) concern about implementing this model of technology integration in their future classrooms. Finally, next steps to improve course assignments are discussed, as are efforts to place the course in a context in which it contributes to the transformation of other courses in the teacher licensure program.
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