Preparing Teachers to Integrate Technology Into K-12 Instruction: Comparing a Stand-Alone Technology Course With a Technology-Infused Approach

• In Event: Pedagogical Approaches to Preservice Teacher Preparation on the Use of Technology

Abstract

We compared the effectiveness of a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course. In the new approach, learning to use technology is infused into program methods courses. We measured candidates’ understanding of various TPACK indicators. Candidates all improved their TPACK scores (post-test scores were higher). Interestingly, there was an interaction of time of testing (pre- vs. post-test scores) x group (stand-alone vs. technology-infused), which favored candidates from the stand-alone course. Qualitative data also provided insights about benefits and challenges of the new versus old approaches. In terms of scholarly significance, we asked whether these interactions may dissipate over time and we cautioned others to consider their options before following technology-infused pathways.

Authors

• Ray R. Buss, Arizona State University

• Keith Wetzel, Arizona State University

• Teresa S. Foulger, Arizona State University