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ERIC Number: EJ1090699
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2153-2974
Preparing Teachers to Integrate Technology into K-12 Instruction: Comparing a Stand-Alone Technology Course with a Technology-Infused Approach
Buss, Ray R.; Wetzel, Keith; Foulger, Teresa S.; Lindsey, LeeAnn
Journal of Digital Learning in Teacher Education, v31 n4 p160-172 2015
We compared the effectiveness of learning technological, pedagogical, and content knowledge (TPACK) domain knowledge in a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course. In the new approach, learning to use technology is infused into program methods courses. Candidates all improved their TPACK domain scores. Interestingly, there were interactions of cohort × time of testing on the TPACK measures. Candidates' scores from the stand-alone course increased more rapidly for TK and TPK, whereas candidates' pre- to posttest scores from the technology-infused courses increased faster for CK and PK. Qualitative data also supported the quantitative results. In the discussion, we account for the differences, connect the results to the literature, and pose questions for consideration in future research.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A