ERIC Number: EJ1025144
Record Type: Journal
Publication Date: 2014-Apr
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-7069
EISSN: N/A
Preparing Special Education Teachers for Teaching Mathematics and Science with Technology by Integrating the TPACK Framework into the Curriculum: A Study of Teachers' Perceptions
Tournaki, Nelly; Lyublinskaya, Irina
Journal of Technology and Teacher Education, v22 n2 p243-259 Apr 2014
This study examined the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one course. The course focused on the three domains of knowledge related specifically to integrating instructional technology into mathematics and science teaching and learning namely, Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK. The Survey of Pre-service Teachers' Knowledge of Teaching and Technology developed by Schmidt et al (2009) was used to measure pre-service teachers' perceptions of knowledge. A paired t-test revealed that upon completion of the course requirements, students perceived to have had significant gains in each of the domains of teacher knowledge addressed in the course--effect sizes were large (between 0.69 and 1.10). Further, significant gains were also found in the area of Pedagogical Content Knowledge (PCK) but with moderate effect size.
Descriptors: Pedagogical Content Knowledge, Mathematics Instruction, Science Instruction, Preservice Teachers, Special Education Teachers, Knowledge Base for Teaching, Technology Integration, Educational Technology, Technological Literacy, Student Teacher Attitudes, Effect Size, Graduate Study, Inclusion, Likert Scales, Surveys, Program Effectiveness
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A