Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

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Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

Handbook of Research on Teacher Education in the Digital Age - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-8403-4.ch019 ◽

2015 ◽

pp. 493-520 ◽

Cited By ~ 1

Author(s):

Drew Polly ◽

Ian C. Binns ◽

S. Michael Putman ◽

Tracy C. Rock ◽

Amy J. Good

Keyword(s):

Teacher Education ◽

Elementary Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teacher Candidates ◽

Teacher Educators ◽

Technological Pedagogical Content Knowledge ◽

Teacher Education Programs ◽

Education Programs ◽

Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

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A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators

Journal of Teacher Education ◽

10.1177/0022487117751133 ◽

2018 ◽

Vol 69 (2) ◽

pp. 140-153 ◽

Cited By ~ 19

Author(s):

Lorena Guillen ◽

Ken Zeichner

Keyword(s):

Teacher Education ◽

Pacific Northwest ◽

Teacher Candidates ◽

Research University ◽

Teacher Educators ◽

Local Community ◽

Teacher Education Programs ◽

Education Programs ◽

Community Based ◽

The Pacific

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of partnerships between teacher education programs and local communities, we report the findings of a study of the perspectives of these community mentors on their work with teacher candidates and university teacher educators.

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Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education

Multicultural Awareness and Technology in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-5876-9.ch014 ◽

2014 ◽

pp. 286-301 ◽

Cited By ~ 2

Author(s):

Berhanu Abera

Keyword(s):

Teacher Education ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

English Language ◽

Technological Pedagogical Content Knowledge ◽

Language Teachers ◽

Language Teacher Education ◽

Language Teacher ◽

Pedagogical Content ◽

Knowledge Framework

Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for instructional technology-enhanced education. This chapter addresses the existing literature on technological pedagogical content knowledge framework and of teacher education in Ethiopia in general and English language teacher education in particular. Data were collected through a structured questionnaire, interviews, classroom observations, and documents. The results revealed that the existing literature failed to demonstrate the application of TPACK in English language teacher education in the country. The technological pedagogical content knowledge of classroom English language teachers was also found to be low. Classroom teachers applied their pedagogical content knowledge while teaching English language through televised instruction like the conventional instruction. They were seldom observed applying their technological pedagogical content knowledge. Finally, based on the results and the conceptual framework of TPACK, implications for the Ethiopian secondary school teacher preparation programs are outlined and further studies are suggested.

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Teaching and Learning in the Digital Age

Blended Online Learning and Instructional Design for TPACK - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8879-5.ch001 ◽

2019 ◽

pp. 1-23

Keyword(s):

Preservice Teachers ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teaching And Learning ◽

Teacher Educators ◽

Technological Pedagogical Content Knowledge ◽

Theoretical Description ◽

Pedagogical Content ◽

Knowledge For Teaching ◽

K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

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Developing Digital Literacy

Information and Technology Literacy ◽

10.4018/978-1-5225-3417-4.ch036 ◽

2017 ◽

pp. 670-685

Author(s):

Carolyn Haviland Obel-Omia

Keyword(s):

Teacher Education ◽

Elementary School ◽

Teacher Preparation ◽

Elementary Education ◽

Digital Literacy ◽

Teacher Candidates ◽

Teacher Education Programs ◽

Literacy Teachers ◽

Education Programs ◽

Reading And Writing

Teacher education programs are increasingly responsible for preparing teachers who use technology fluently across curricula. Future teachers must define literacy more broadly than they have in the past to include digital modes of reading and writing. Experience with digital tools in literacy methodology courses provides opportunities for teacher candidates to reflect critically on these tools, preparing teachers to use technology to its advantage in elementary school classrooms. This chapter describes four digital practices designed to engage teacher candidates in participating in and reflecting on authentic reading and writing to develop next-generation literacy teachers. These practices include examples of activities that can be adapted to both teacher preparation and elementary education classrooms.

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Digital Storytelling in Teacher Education

Encyclopedia of Information Technology Curriculum Integration ◽

10.4018/978-1-59904-881-9.ch038 ◽

2011 ◽

pp. 235-237 ◽

Cited By ~ 3

Author(s):

Vivian H. Wright

Keyword(s):

Teacher Education ◽

Teacher Candidates ◽

Teacher Educators ◽

Digital Storytelling ◽

Teacher Education Programs ◽

Instructional Tool ◽

Education Programs ◽

Technology Tools ◽

Learning Productivity

In teacher education programs, there is a consistent need to locate and to recommend to teacher educators, teacher candidates, and in-service teachers, viable technology tools and concepts that can be used in the classroom. Digital storytelling is a concept that is growing in popularity and one which offers versatility as an instructional tool. This chapter presents information and ideas on how to facilitate learning, productivity, and creativity through a variety of digital storytelling classroom uses.

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