Implications of Hands-on Technological Creation Experiences and TPACK Assessments for Preservice Teacher Education
Takahisa Furuta, University of Gunma, Japan ; Gerald Knezek, University of North Texas, United States ; Rhonda Christensen, Institute for the Integration of Technology into Teaching and Learning, University of North Texas, United States
EdMedia + Innovate Learning, in Online, The Netherlands ISBN 978-1-939797-50-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In this study, we examined responses from eleven preservice technology teachers who experienced hands-on technological creation of educational artifacts. The measurement instruments were the Technological and Pedagogical Knowledge assessment instruments by Schmidt et al (2009) plus 22 items focusing on participant thoughts about the creation processes. While the results suggested that the most significant predictor of technology integration into the classroom was awareness regarding assessment of learners’ performance, preservice teachers’ disposition / aptitude for technology were indicated to be also strong predictors of technology integration into the classroom.
Furuta, T., Knezek, G. & Christensen, R. (2020). Implications of Hands-on Technological Creation Experiences and TPACK Assessments for Preservice Teacher Education. In Proceedings of EdMedia + Innovate Learning (pp. 387-390). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved June 8, 2023 from https://www.learntechlib.org/primary/p/217326/.
© 2020 Association for the Advancement of Computing in Education (AACE)
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