Abstract

This research examined the effects of case-based instructional strategies on the development of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher preparation students. The study was part of the Crossroads Project funded by the Preparing Tomorrow's Teachers for Using Technology (PT3) grant from the United States Department of Education. Thirty-three students completed a six-week course in technology integration in teaching methods at a large Southeastern university. Content analysis was used to examine student data: case responses, case reflections, and course reflections. Although there were mixed responses to the case analysis process, findings indicated that as the semester progressed the preservice teachers began to display an understanding of integrated concepts of PTICK and valued learning from the group case discussions.

Citation

Brantley-Dias, L., Kinuthia, W., Shoffner, M.B., de Castro, C. & Rigole, N.J. (2007). Developing Pedagogical Technology Integration Content Knowledge in Preservice Teachers: A Case Study Approach. Journal of Computing in Teacher Education, 23(4), 143-150. Retrieved August 10, 2024 from https://www.learntechlib.org/p/105291/.

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Keywords

• Alternative Teacher Certification
• Case Method (Teaching Technique)
• content analysis
• Educational Strategies
• educational technology
• Methods Courses
• Pedagogical Content Knowledge
• Portfolio Assessment
• preservice teachers
• Teacher Education Programs
• teaching methods
• technology integration