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Using Technology Pedagogical Content Knowledge Development to Enhance Learning Outcomes


Education and Information Technologies Volume 19, Number 1, ISSN 1360-2357


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.


Agyei, D.D. & Keengwe, J. (2014). Using Technology Pedagogical Content Knowledge Development to Enhance Learning Outcomes. Education and Information Technologies, 19(1), 155-171. Retrieved February 23, 2020 from .

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