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A Diagnostic Tool to Help Leaders Develop TPACK Ready Teacher Preparation Programs
PROCEEDING

, Elon University, United States ; , Nevada State College, United States ; , National Louis University, United States ; , University of Oklahoma, United States ; , Minnesota State University, Mankato, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

College administrators must play a key role in the successful transformation of educator preparation. This presentation addresses the development and use of a diagnostic tool designed for leaders and leadership teams implementing initiatives related to the preparation of TPACK ready teacher candidates. In recent years, members of the Innovation & Technology Committee of the American Association of Colleges of Teacher Education have collaborated with educational leaders to develop and pilot the diagnostic tool. It is meant to assist leaders as they seek to change school culture and practices to ensure that teacher candidates are ready to grow as TPACK proficient teachers. We will present and discuss the emergent findings from case studies of the use of the diagnostic tool.

Citation

Carpenter, J., Graziano, K., Borthwick, A., DeBacker, T. & Finsness, E. (2016). A Diagnostic Tool to Help Leaders Develop TPACK Ready Teacher Preparation Programs. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2802-2805). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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Cited By

  1. Commentary: Response of the American Association of Colleges for Teacher Education to “An Interview With Joseph South” Regarding the Preparation of Educators to Evaluate the Efficacy of Educational Technology

    Charles B. Hodges, Georgia Southern University, United States; Jeffrey P. Carpenter, Elon University, United States; Arlene C. Borthwick, National Louis University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 17–23

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