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Examining Differences in TPACK Levels Assessed through Pre-service Teachers STEM Lesson Plans: Case Study.
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, Graduate Center, CUNY, United States ; , College of Staten Island, CUNY, 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

This paper presents the case study that focuses on examining the differences between levels of TPACK of pre-service special education elementary teachers taking the graduate level course Integrating Technology in Mathematics and Science Instruction in Special Education and Inclusive Classrooms in a New York City public university. The purpose of this study was to analyze how to use the TPACK Levels Rubric (Author +1, 2012) to measure pre-service teachers’ TPACK level based on various artifacts. The case study focused on a single pre-service teacher’s lesson plan representing average TPACK level for the sample population. The authors examined differences in levels of TPACK for each component of the TPACK Levels Rubric and explained how selected lesson plan was scored based on rubric criteria. Then authors developed examples of how the scored lesson plan would look like if it were one TPACK level below or one level above the actual level.

Citation

Kaplon-Schilis, A. & Lyublinskaya, I. (2016). Examining Differences in TPACK Levels Assessed through Pre-service Teachers STEM Lesson Plans: Case Study. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2893-2899). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 16, 2019 from .

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