Enhancing a Content-Specific Teaching Methods Course With a Technological, Pedagogical, and Content Knowledge (TPACK)-Based Integrated Triadic Model

• In Event: Preparing Teacher Candidates for Technology-Integrated Instruction

Abstract

This paper presents how a content-specific teaching methods course was enhanced through the application of a researcher-constructed Integrated Triadic Model (ITM). The ITM represents a new model for preparing teachers to effectively and appropriately integrate technology. This paper overviews the ITM and explains how three approaches to TPACK development - learning by design, learning activity types, and reflection – were combined to create learning experiences in which preservice teachers explored the relationships between their content area, pedagogical practices, and technology. The paper depicts how a sample of forty-two preservice teachers’ TPACK changed and shares specific learning experiences contributing to TPACK development. The paper also describes how the application of the model impacted the methods instructor.

Authors

• Geoffrey Price, Wake Forest University

• Janie Daniel Hubbard, The University of Alabama