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ERIC Number: EJ1375570
Record Type: Journal
Publication Date: 2023-Jan
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1303-6521
EISSN: EISSN-2146-7242
Pre-Service Teacher Perceptions on Tpack Instructional Design Micro-Course: A Case Study in the Northeastern United States
Eshelman, Traci C.; Hogue, Mark
Turkish Online Journal of Educational Technology - TOJET, v22 n1 p161-180 Jan 2023
This case study aimed to discover pre-service teacher perceptions of a technology integration micro-course called TPACK_ID at XY University (pseudonym). The theories guiding this study were TPACK and the learner-centered education paradigm. TPACK_ID provided effective foundations for pre-service teachers to integrate technology using evidence-based technology best practices while applying 21st Century principles. This intervention combined evidence-based technology integration pedagogy, scaffolding, and a simplified instructional design model. Results demonstrated that TPACK_ID increased confidence in students' abilities to find, select, and integrate higher-order thinking educational technology applications. This single-case study used pre-course questionnaire responses from open-ended questions, course artifacts, and a post-course questionnaire's open-ended question responses. Results, implications, and future research will be discussed.
Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A