Journal Summary 6

Successful Implementation of TPACK in Teacher
Preparation Programs

Barbara Martin

International Journal on Integrating Technology in Education (IJITE) Vol.4, No.1, March 2015
In this journal, the author highlighted the importance of teacher preparation program that would provide teachers with sufficient knowledge and skills of integrating technology in the teaching and learning process. These teachers should show confidence in teaching the digital natives using technologies. While this program is obviously beneficial for teachers and can increase their confidence, there is a problem occurs. Student confidence in technology integration does play a significant role in the continued use of technological tools and strategies.

In addition, failure to raise the teachers’ competence during pre-service education may result in the pre-service teachers quickly give up the use of instructional technology in the classroom Similar research by Hersh (2013) shows that for successful implementation, the use of technology should be included in content-specific and methods coursework to increase teacher confidence. These findings all suggest that the first step to building TPACK in teacher preparation is through building their confidence through exposure. Without enough exposure, the program may be not successful.


The author proposes two ways in triggering the success of TPACK implementation in teacher preparation program. First, professional development activities that can keep the pre-service updated about the use of technologies should be continuously given. Second, the more important thing is the schools should develop technology-integrated teacher education curricula that help the teachers to develop technology content knowledge.

Komentar

Posting Komentar

Postingan populer dari blog ini

Journal Summary 10

Influencing Factors and Integration of ICT into Teaching Practices of Pre-service and Starting Teachers Aydın Aslan, Chang Zhu International Journal of Research in Education and Science Volume 2, Issue 2, Summer 2016 ISSN: 2148-9955 The study is aimed at investigating pre-service teachers’ perception on the use of ICT in teaching and learning process with regard to their integration of ICT into teaching practice. The perception is focused on several variables related to ICT such as perceived ICT competence, attitudes towards ICT, perceived competence in ICT integration, anxiety around ICT usage, ICT related course, pedagogical knowledge, external barriers to ICT integration, and prior experience concerning the use of ICT. The result revealed that perceived competence in ICT integration, computer anxiety, perceived ICT competence and pedagogical knowledge variables significantly influenced the teachers’ integration of ICT into teaching practices. The stu...
Baca selengkapnya

Journal Summary 13

Using Wikis and Collaborative Learning for Science Teachers' Professional Development Chen, Y-H.; Jang, S-J.; Chen, P-J. Journal of Computer Assisted Learning , v31 n4 p330-344 Aug 2015 Many tools, such as Blog, RSS or wiki, have been widely used in this digital era to support teachers’ technology capability, instructional novelty as well as their ongoing professional development. Wiki, among other tools, stands out as an ideal technology to flip traditional classrooms (Fu, Chu, & Kang, 2013). Wiki offers great technological affordances for both students and teachers. It enables individuals to create and edit Web content on their own. Wiki also enhances fast publishing and sharing of information. The most highlighted benefit of wiki is its capacity of collaborative editing. Past studies have shown that wikis can facilitate numerous authentic, collaborative and reflective learning activities, which result in improved motivation and better achievement among students and ...
Baca selengkapnya

Journal Summary 14

Pre-service teachers’ perceptions on TPACK Development after Designing Educational games Hatice Sancar Tokmaka Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2014.939611 Computer games are very popular among young learners. Modern educational policies expect that Early Childhood Education (ECE) pre-service teachers bring technology integration skills to their teaching and learning process. Haktanır (2008) has pointed out that ECE educators should bear responsibility for pre-service teachers’ competencies using Information and communication technologies (ICT) when teaching. Such skills are the main concerns of TPACK – technological, pedagogical, content knowledge – which Mishra and Kohler (2006) have described as an emergent form of the three knowledge types, technological, pedagogical, and content knowledge focused around teachers’ technology integration skills. For this reason, the author held a qualitative case study aimed to investigate Early Child...
Baca selengkapnya