Pre-Service Teachers’ Technological Pedagogical Knowledge: A Continuum of Views on Effective Technology Integration

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dc.contributor.authorLee, Katherine S.
dc.contributor.authorSmith, Shaunna
dc.contributor.authorBos, Beth
dc.date.accessioned2019-12-13T19:08:04Z
dc.date.available2019-12-13T19:08:04Z
dc.date.issued2014-01
dc.description.abstractThis article reports a heuristic case study that explored how components of Technological Pedagogical Knowledge (TPK) manifested in the artifacts of post-Baccalaureate pre-service teachers. Self-reported perceptions of their technology integration competencies were high. End-of -semester presentations reflected three distinct views of technology integration: trendy, pragmatic, and pedagogical. The quality of TPK connections in lesson plans was mixed. Higher TPK scores were apparent in lesson plans associated with models of teaching with which they had the most familiarity as learners themselves. The appropriateness of their choice of technology to enhance student learning was related to the depth of their conceptual understanding of the pedagogy. This article concludes by echoing Shulman’s (1987) advice that teacher education courses and programs need to be structured in a way that explicitly address pedagogical reasoning.
dc.description.departmentCurriculum and Instruction
dc.formatText
dc.format.extent18 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationLee, K., S., Smith, S., & Bos, B. (2014). Pre-service teachers’ TPK: A continuum of views on effective technology integration. International Journal of E-Learning & Distance Education. 29(2), pp. 1-18.
dc.identifier.issn2292-8588
dc.identifier.urihttps://hdl.handle.net/10877/9076
dc.language.isoen
dc.publisherAthabasca University Press
dc.rights.licenseThis work is licensed under a Creative Commons Attribution 4.0 International License.
dc.sourceInternational Journal of E-Learning & Distance Education, 2014, Vol. 29, No. 2, pp. 1-18.
dc.subjecttechnological pedagogical knowledge
dc.subjectpre-service teachers
dc.subjectpedagogy
dc.titlePre-Service Teachers’ Technological Pedagogical Knowledge: A Continuum of Views on Effective Technology Integration
dc.typeArticle

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