Assessing Technological Pedagogical and Content Knowledge (TPACK): Using Teacher Candidate Reflections to Examine TPACK Development

• In Event: 34.096 - MTCC Roundtable Session 12
  In Roundtable Session: 34.096-3 - Teacher Preparation Through Multiple Media

Abstract

Grounded in the Technological Pedagogical and Content Knowledge conceptual framework (TPACK; Mishra & Koehler, 2006), this study aimed to examine pre-service teachers' TPACK development using a mixed method design. 26 teacher candidates enrolled in a graduate-level education technological course in literacy were sampled in the Spring of 2017 and 2018. All participants were given a pre- and post-course TPACK survey and asked to write an end-of-course reflection. The quantitative analysis of TPACK survey showed statistically significant growth in nearly all domains of TPACK. Qualitative data analysis extended the quantitative findings with three emerging themes relating to participants’ growth in self-efficacy for teaching with technology, a more in-depth understanding of digital literacy, multimodality and the need for teaching digital citizenship.

Authors

• Huijing Wen, Moravian College

• Valerie Harlow Shinas, Lesley University