Using technology pedagogical content knowledge development to enhance learning outcomes

被引：28
作者：
Agyei D.D. [1 ]
Keengwe J. [2 ]
机构：
[1] Department of Mathematics and Statistics, University of Cape Coast, Cape Coast
[2] Teaching and Learning Stop #7189, University of North Dakota, Grand Forks, ND
来源：
Education and Information Technologies | 2014年 / 19卷 / 1期
关键词：
Content knowledge; Pedagogy; Pre-service teachers; Technology; Technology integration;
D O I：
10.1007/s10639-012-9204-1
中图分类号：
学科分类号：
摘要：
This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers' self-reports of their TPACK knowledge were triangulated with performance-based assessment of their instructional practices and artifacts to give a better understanding and nature of pre-service teachers' TPACK development. Although self reported measures did not correlate with pre-service teachers' actual increased knowledge of technology integration, this study enhances better understanding of the pre-service teachers' TPACK development through the multiple assessment measures. The learning outcome measures provide specific information and concrete representation of what pre-service teachers can actually do with technology in their TPACK development. The findings suggested multiple concerns about self-reported measures that are discussed in the framework of the TPACK instrument. © 2012 Springer Science+Business Media, LLC.
引用
收藏
页码：155 / 171
页数：16
相关论文
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