Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK)

Mouza, Chrystalla; Karchmer‐Klein, Rachel; Nandakumar, Ratna; Ozden, Sule Yilmaz; Hu, Likun

doi:10.1016/j.compedu.2013.09.020

Cited by 175 publications

(140 citation statements)

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“…Without such integrated approaches, Polly et al (2010) predict that the competencies pre-service teachers gain are likely to remain isolated and unexploited. Practical experiences worldwide have corroborated the potential of such integrated approaches as well as the difficulties associated with their implementation (Drent & Meelissen, 2008;Mouza et al, 2014).…”

Section: Teacher Education and Technology Usementioning

confidence: 92%

“…As illustrated above, there are different strategies for the content and delivery methods to prepare pre-service teachers for technology use (e.g., Angeli & Valanides, 2009;Mouza et al, 2014;Niess, 2005). Still, the question remains how TTIs can get a clear overview of effective strategies.…”

Section: Towards An Evidence-based Model To Inform Teacher Educationmentioning

confidence: 99%

“…It is clear that effective preparation of pre-service teachers for technology integration does not only require attention to the separate strategies, but also the combination of different approaches (Chien et al, 2012;Kay, 2006;Mouza et al, 2014). To illustrate, the study of Chien et al (2012) is based on a combination of four steps (i.e., Modelled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) for "assisting science teacher educators in closing the gap between instructional design and technology design while teaching technology integration" (p. 579).…”

Section: Strategies To Prepare Future Teachers For Technology Usementioning

confidence: 99%

“…A number of approaches that may develop the competences that future teachers require in this context have already been identified by previous research (Chien, Chang, Yeh, & Chang, 2012;Lee & Lee, 2014;Valtonen et al, 2015). However, promoting pre-service teachers' competencies for educational technology use in an integrated and cross-curricular manner is a complex process that demands multiple strategies (Kay, 2006;Mouza, Karchmer-Klein, Nandakumar, Ozden, & Hu, 2014;Polly Mims, Shepherd, & Inan, 2010). These strategies were listed and reviewed by Author (2012b) and an overarching SQD-model (Synthesis of Qualitative Evidence) was developed to present how they relate to each other/to present their complex interrelations.…”

Section: Introductionmentioning

confidence: 99%

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Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Tondeur

Braak

Siddiq

et al. 2016

Computers & Education

199

120

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The main objective of this study is to develop a self-report instrument to measure preservice teachers' perceptions of the extent to which they experience the necessary support and training in order to integrate technology into classroom activities. The questionnaire items of this instrument were drawn up on the basis of a synthesis of 19 qualitative studies (Authors et al., 2012) and were reviewed by experts in the field. In order to study its reliability and aspects of validity, data were collected and analysed consisting of a sample of 688 pre-service teachers in Flanders (Belgium). The resulting scale showed highly satisfactory psychometric properties. Item response theory revealed a good fit of the measurement to a Rating Scale Model for 22 out of 24 items. The results also indicate that the items differ in their degree of difficulty. It seems that helping pre-service teachers to design ICT-rich lessons and providing adequate feedback can be considered more challenging for teacher training institutions.Recommendations are given regarding how the new scale can be useful for both teacher training institutions and schools in developing approaches to equip pre-service teachers with the competencies needed to integrate technology in teaching and learning processes.

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Section: Teacher Education and Technology Usementioning

confidence: 92%

Section: Towards An Evidence-based Model To Inform Teacher Educationmentioning

confidence: 99%

Section: Strategies To Prepare Future Teachers For Technology Usementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement

Tondeur

Braak

Siddiq

et al. 2016

Computers & Education

199

120

View full text Add to dashboard Cite

show abstract

“…In such programmes, (future) teachers can experience the integration of ICT in their classrooms by developing new skills under the light of their beliefs and knowledge of teaching and technology (see Chai & Lim, 2011;Horzum, 2013;Kim et al, 2013;Mouza et al, 2014;Starkey, 2011).…”

Section: Introductionmentioning

confidence: 99%

Motivating factors in online language teacher education in southern Argentina

Banegas

Busleimán²

2014

Computers & Education

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Note: This version is NOT the version finally published. This manuscript is unedited and unformatted. Motivating factors in online language teacher education in southern Argentina AbstractOnline teacher education is of growing interest and so is the study of motivation as a key factor in technology-mediated learning environments. This study is based on a pre-service language teacher education programme in Patagonia, a southern Argentinian region with limited face-toface training offers, limited Internet access and a large number of unqualified teachers. Our goal is to broaden the understanding of online teacher education programmes at undergraduate level in contexts where most trainees are practicing teachers and where online education is the only possibility for holding a teaching qualification. We focused on the motivating factors that led 71 trainees to enroll and to remain in this online teacher training course. Through a mixed methods approach, the trainees completed an online survey (n=71) and participated in a followup interview (n=24). Results showed that obtaining a teaching degree, autonomy, and individual activities were key factors in initial and sustaining motivation. Participants" experiences challenged collaborative learning in an online environment.

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