Coding Pre-Service Teacher Lesson Plans for TPACK

Kristen Kereluik, Greg Casperson, Mete Akcaoglu

Research output: Contribution to book or proceedingChapter

Abstract

Technology is rapidly becoming a predominant force for education, and teachers now more than ever have nearly endless technological tools at their disposal. The specific role of technology in education is not always well understood or utilized to its full potential (Cuban, Kirkpatrick, & Peck, 2001). The Technology Pedagogy Content Knowledge (TPACK) framework attempts to elaborate on the 3 essential types of knowledge required by teachers for successful technology integration (Mishra & Koehler, 2006; Koehler & Mishra, 2008; 2009). The TPACK framework also attempts to illustrate the dynamic and interconnected nature of the three primary components; technology knowledge, pedagogy knowledge, and content knowledge. In this paper, we propose a complementary method of analysis to identify practical and applied elements of TPACK in pre-service teacher lesson plans. We propose this lesson-plan coding scheme not as a replacement for the TPACK survey but rather as a supplement.
Original languageAmerican English
Title of host publicationProceedings of Society for Information Technology & Teacher Education International Conference 2010
StatePublished - 2010

Keywords

  • Pre-service teacher lesson plans
  • TPACK
  • Technology Pedagogy Content Knowledge

DC Disciplines

  • Educational Administration and Supervision
  • Educational Assessment, Evaluation, and Research
  • Educational Leadership

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