Instructors' Growth in TPACK: Teaching Technology-Infused Methods Courses to Preservice Teachers

Teresa Foulger; Ray Buss; Keith Wetzel; Lee Ann Lindsey

doi:10.1080/21532974.2015.1055010

Instructors' Growth in TPACK: Teaching Technology-Infused Methods Courses to Preservice Teachers

Teresa Foulger, Ray Buss, Keith Wetzel, Lee Ann Lindsey

Research output: Contribution to journal › Article › peer-review

14 Scopus citations

Abstract

We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. In comparison to their first time teaching their course, during their third experience they demonstrated that knowledge in teaching teacher candidates how to integrate technology was highly developmental in nature and supported by advancements in instructors' expertise. We found evidence that small changes in their practice were creating larger consequences within our college; it appears our professional development model is creating a positive cultural shift.

Original language	English (US)
Pages (from-to)	134-147
Number of pages	14
Journal	Journal of Digital Learning in Teacher Education
Volume	31
Issue number	4
DOIs	https://doi.org/10.1080/21532974.2015.1055010
State	Published - Oct 2 2015

ASJC Scopus subject areas

Education
Computer Science Applications

Access to Document

10.1080/21532974.2015.1055010

Cite this

@article{b5e87e649ed94280b85cc343a4c97d97,

title = "Instructors' Growth in TPACK: Teaching Technology-Infused Methods Courses to Preservice Teachers",

abstract = "We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. In comparison to their first time teaching their course, during their third experience they demonstrated that knowledge in teaching teacher candidates how to integrate technology was highly developmental in nature and supported by advancements in instructors' expertise. We found evidence that small changes in their practice were creating larger consequences within our college; it appears our professional development model is creating a positive cultural shift.",

author = "Teresa Foulger and Ray Buss and Keith Wetzel and Lindsey, {Lee Ann}",

note = "Funding Information: Dr. Keith Wetzel is a professor emeritus of educational technology in the Mary Lou Fulton Teachers College at Arizona State University. He specializes in the integration of technology in K–12 curriculum and in teacher education programs. His research interests include teacher professional development, electronic portfolios in teacher education, educational uses of social networking software, and the integration of technology into teacher education programs. Recently, he served as a co-principal investigator of a USAID-sponsored project and a Jane A. Lehman and Alan G. Lehman Foundation award. Publisher Copyright: {\textcopyright} 2015, {\textcopyright} 2015 ISTE.",

year = "2015",

month = oct,

day = "2",

doi = "10.1080/21532974.2015.1055010",

language = "English (US)",

volume = "31",

pages = "134--147",

journal = "Journal of Digital Learning in Teacher Education",

issn = "2153-2974",

publisher = "Taylor and Francis Ltd.",

number = "4",

}

TY - JOUR

T1 - Instructors' Growth in TPACK

T2 - Teaching Technology-Infused Methods Courses to Preservice Teachers

AU - Foulger, Teresa

AU - Buss, Ray

AU - Wetzel, Keith

AU - Lindsey, Lee Ann

N1 - Funding Information: Dr. Keith Wetzel is a professor emeritus of educational technology in the Mary Lou Fulton Teachers College at Arizona State University. He specializes in the integration of technology in K–12 curriculum and in teacher education programs. His research interests include teacher professional development, electronic portfolios in teacher education, educational uses of social networking software, and the integration of technology into teacher education programs. Recently, he served as a co-principal investigator of a USAID-sponsored project and a Jane A. Lehman and Alan G. Lehman Foundation award. Publisher Copyright: © 2015, © 2015 ISTE.

PY - 2015/10/2

Y1 - 2015/10/2

N2 - We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. In comparison to their first time teaching their course, during their third experience they demonstrated that knowledge in teaching teacher candidates how to integrate technology was highly developmental in nature and supported by advancements in instructors' expertise. We found evidence that small changes in their practice were creating larger consequences within our college; it appears our professional development model is creating a positive cultural shift.

AB - We were concerned about teaching a stand-alone technology integration course while advocating that teachers employ full integration. Our college moved to a tech-infusion model whereby our educational technology curriculum would be incorporated in methods courses. Using a qualitative approach, we documented experiences of teacher educators who were content experts and were asked to teach a tech-infused course. In comparison to their first time teaching their course, during their third experience they demonstrated that knowledge in teaching teacher candidates how to integrate technology was highly developmental in nature and supported by advancements in instructors' expertise. We found evidence that small changes in their practice were creating larger consequences within our college; it appears our professional development model is creating a positive cultural shift.

UR - http://www.scopus.com/inward/record.url?scp=85028288598&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85028288598&partnerID=8YFLogxK

U2 - 10.1080/21532974.2015.1055010

DO - 10.1080/21532974.2015.1055010

M3 - Article

SN - 2153-2974

VL - 31

SP - 134

EP - 147

JO - Journal of Digital Learning in Teacher Education

JF - Journal of Digital Learning in Teacher Education

IS - 4

ER -

Instructors' Growth in TPACK: Teaching Technology-Infused Methods Courses to Preservice Teachers

Abstract

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this