Defining and Refining Our Concerns Through the Self-Study of Educational Technology and Design

• In Event: Roundtable Session 53
  In Roundtable Session: Using Self-Study to Contemplate Technology in Teacher Education

Abstract

The purposes of this collaborative self-study were to describe our teaching in Educational Technology and Design with the framework of Technological Pedagogical Content Knowledge (TPACK) and to discover and refine our concerns to improve our teaching. Our data collected in one year were comprised of our critical discussion records, class observation notes, videos of our teaching, microanalysis of the videos, candidates’ TPACK survey, and our reflection writing. We report our findings with three levels of our concerns emerged in the self-study process: 1) integration of technology, pedagogy, and content knowledge; 2) candidates’ ownership of their learning; 3) course fidelity versus better teaching practice. Implications for other teacher educators address the applicability of the TPACK framework and our process-oriented collaborative self-study.

Authors

• Maryam Rod Szabo, Kirkwood Community College

• Daniel Mourlam, University of South Dakota

• Sohyun Meacham, University of Northern Iowa