Pre-Service Teacher Perceptions on Tpack Instructional Design Micro-Course: A Case Study in the Northeastern United States

Autor/inn/en	Eshelman, Traci C.; Hogue, Mark
Titel	Pre-Service Teacher Perceptions on Tpack Instructional Design Micro-Course: A Case Study in the Northeastern United States
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 22 (2023) 1, S.161-180 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eshelman, Traci C.) ORCID (Hogue, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Preservice Teachers; Student Attitudes; Technological Literacy; Pedagogical Content Knowledge; Instructional Design; Minicourses; Student Centered Learning; Technology Integration; Evidence Based Practice; Best Practices; Educational Technology; 21st Century Skills; Andragogy; Professional Development + Suchen Sie Ihr Suchwort? Schülerverhalten; Technisches Wissen; Pädagogische Kompetenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Kurzlehrgang; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtsmedien; Andragogics; Andragogik
Abstract	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. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01