A Multilevel Analysis of Preservice Teachers' Technology Integration Knowledge Development in a Technology-Based Course

• In Event: K–12 Teacher and Students and Instructional Technologies

Abstract

This study examines the impact of a technology based course offered remotely during the COVID-19 pandemic on preservice teachers' technology integration knowledge development. Multilevel modeling analysis was conducted to analyze the data gathered from 62 preservice teachers over two time points through a validated Technological Pedagogical Content Knowledge (TPACK) survey. The results demonstrated a significant increase in all TPACK domains. Participants’ main TPACK knowledge domains were more stable than their integrated knowledge domains. It was found among main knowledge domains, technological knowledge, as an integrated knowledge domain, played a more significant role in explaining the development of teachers’ TPACK. The findings provide guidance for the design of effective virtual learning environments for improving preservice teachers’ technology integration knowledge.

Authors

• Moe Debbagh Greene, Virginia Commonwealth University

• Shonn Cheng, National Taipei University of Technology

• Monty Jones, Virginia Commonwealth University