Teachers’ technological pedagogical content knowledge (TPACK) involves an awareness of instructional approaches, methods, and knowledge of building on technology to enhance students’ learning. The purpose of this study was to evaluate the TPACK of teachers in Saudi Arabia and USA, and then describe the factors affecting teachers’ TPACK through an analysis of covariance that incorporates age, teaching experience, and education level as covariates, and the seven levels of TPACK as dependent variables. Differences found between teachers in the US and Saudi Arabia in terms of TPK, and TPCK. The analysis of variance indicated that teachers’ from the US and Saudi Arabia differ in their perceived TPACK when controlled by years of teaching experience, and educational levels. Teachers in both the US and Saudi Arabia had higher rating of their knowledge in content and pedagogy than technology knowledge. Teachers in Saudi Arabia, however, had higher TK, TCK, TPK and TPCK than teachers in the US.
Video is a valuable technology used for teaching and learning and specifically, video plays a significant part in effectively preparing pre-service teachers (PSTs) for the profession. Video is now being used as a form of PST assessment, which raises concern as to whether PSTs are being properly supported in this process. Therefore, this chapter turns to years of research on video use in teacher education to 1.) Identify ways that video has effectively been utilized in teacher education 2.) Understand the most operative aspects of video with respect to both the developer and the observer 3.) Explain the concern surrounding video as a means for assessment in teacher education and 4.) Suggest ways to support PSTs in recording and creating their own video segments of teaching. In doing so, this chapter aims to contribute to improving teacher education programs in terms of video-based assessment.
In this chapter, the literacy issues of a preservice leading teacher education program are discussed. The leading teacher program is constructed on the foundation of the three major themes of leadership, diversity, and technology. The technology theme ensures that the preservice teacher is cognizant of information literacy issues and instructional technology principles and practices. The student is well-prepared to become a leading teacher in the nation’s schools, where he or she is entrusted to prepare a citizenry that will communicate and collaborate to solve complex problems in the new millennium.
Online learning environments are offered in many modalities for many subjects. Students enter the environment as a novice and hopefully exit as more of an expert. The environment could be designed under a technological pedagogical content knowledge paradigm that uses specific technologies to present specific information to the student. Problem solving activities are embedded in the learning to provide experiences for the student to assimilate and accommodate the knowledge and to use it to solve authentic problems. As the problems increase in complexity, one can measure the growth of knowledge along a novice to expert continuum.
Video is a valuable technology used for teaching and learning and specifically, video plays a significant part in effectively preparing pre-service teachers (PSTs) for the profession. Video is now being used as a form of PST assessment, which raises concern as to whether PSTs are being properly supported in this process. Therefore, this chapter turns to years of research on video use in teacher education to 1.) Identify ways that video has effectively been utilized in teacher education 2.) Understand the most operative aspects of video with respect to both the developer and the observer 3.) Explain the concern surrounding video as a means for assessment in teacher education and 4.) Suggest ways to support PSTs in recording and creating their own video segments of teaching. In doing so, this chapter aims to contribute to improving teacher education programs in terms of video-based assessment.
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