Preservice Teachers’ Design of Technology–Based Reading Texts to Improve Their TPACK

Abstract

The purpose of this study is to contribute to preservice teachers’ technological pedagogical content knowledge (TPACK). For this purpose, preservice teachers ( n = 8) learned visual programming language, designed technology-based reading activities, and observed students completing these activities. A case study approach was employed, and preservice teachers’ views about the process were taken. Results showed that the preservice teachers’ beliefs in technology integration in education positively changed. They believe they learned teaching reading skills to elementary school students in an untraditional approach. They believe the whole process contributed to their personal and professional development. Implications are made based on the TPACK framework.

The development of skills and awareness in integrating content, teaching methods, and technology in the learning management for teachers in the education sandbox, Thailand

“…Finally, the researchers have made observations regarding the diversity of formats and types of technology usage in teaching, both before and after training. This diversity aligns with previous research findings on technology use in the classroom, including its use for testing or assessing students, classroom management, efficient instructional media usage, and bridging learning gaps among students (Eshelman and Hogue, 2023;Gozukucuk and Gunbas, 2022;Kara, 2021). However, a notable difference lies in the fact that teachers who underwent training had the option to incorporate popular entertainmentoriented technology media that are trending among students, such as TikTok, YouTube, and the PEA Smart Plus app.…”