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From Exam to Integration: Planning for Technological Pedagogical Content Knowledge (TPACK) in a Graduate Teacher Education Program
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, San Jose State University, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In 2016 and 2017, California revised both its Teacher Performance Expectations (TPEs) and the teacher performance assessment. In 2017, the International Society for Technology in Education (ISTE) revised its educator standards. This created a need for a TK-12 teacher preparation program to address preparing pre-service teachers to use educational technology. Institutional post-program survey responses indicate graduates feel unprepared to use educational technology. Initially, the researcher was to revise a technology exam to align with the new standards. The test was found to be an untenable solution. Instead, the program decided to use an online certification option to develop pre-service teacher technology knowledge (TK) of the standards at an introductory level. The program is developing a plan for integrating technology throughout its scope and sequence using a TPACK (Koehler & Mishra, 2009) approach for depth. This brief paper describes the work-in-progress using the SQD model proposed by Tondeur, et al. (2012).

Citation

Ervin-Kassab, L. (2018). From Exam to Integration: Planning for Technological Pedagogical Content Knowledge (TPACK) in a Graduate Teacher Education Program. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2031-2036). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 22, 2019 from .

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