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ERIC Number: ED553714
Record Type: Non-Journal
Publication Date: 2013
Pages: 164
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-0109-0
ISSN: N/A
Determining the Impact of the Integrated Triadic Model on TPACK Development in Preservice Teachers
Price, Geoff Paul
ProQuest LLC, Ph.D. Dissertation, The University of Alabama
This study applied the researcher-constructed Integrated Triadic Model (ITM) to an elementary social studies teaching methods course and measured the extent that preservice teachers' technological pedagogical content knowledge (TPACK) changed throughout the semester. The study also gathered preservice teachers' beliefs about the effectiveness of ITM-based course activities for developing TPACK. Participants' self-assessment and reflective writings indicated an increase in preservice teachers' understanding of the relationships between technologies, instructional strategies, and social studies content. Although performance-based data did not support similar growth, contextual limitations of the study were not conducive for accurately measuring a change in participants' enacted TPACK. The application of the ITM created and enhanced course activities that contributed to the development of preservice teachers' TPACK. The ITM represents a new model that combines three TPACK development approaches to prepare teachers to effectively and appropriately teach with technology. The incorporation of learning activities types into the ITM augments existing models that feature learning by design and reflection. Teacher education programs can use the ITM to evaluate and re-design learning experiences in instructional technology courses, methods courses, and field placements to better prepare preservice teachers to integrate technology into teaching and learning activities. Future research should apply the ITM in both preservice and in-service preparatory experiences to engage teachers in a deeper, simultaneous consideration of technology, pedagogy, and content. Research should track teachers' development of TPACK over time using longitudal studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A