Abstract:This chapter examines the results from ongoing research of an authentic, problem-based learning (PBL) project. Embedded in an instructional technology course, the project was designed to help preservice teachers develop technological pedagogical content knowledge (TPACK) necessary to successfully incorporate digital tools and applications in elementary classrooms (Harris, Mishra, & Koelher, 2009). The project partnered the preservice teachers with local elementary school classrooms where they served as ins… Show more
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