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 Childhood Education (ECE) pre-service teachers’ perception of development in their technological, pedagogical, content knowledge (TPACK) after designing educational computer games for young children. There were 21 ECE pre-service teachers enrolled in the course Instructional Technology and Material Design. The data were collected through focus group interviews, observations, and journals. The results indicated a perceived improvement in TPACK. Moreover, participants described initial difficulty designing educational computer games since they had limited technological knowledge (TK), design knowledge (DK), or experience designing educational computer games (TPACK). However, during the game design, specific TPACK was disseminated, and participants reported increased abilities in using technology and designing computer games for educational purposes.


From the result of the study, it can be concluded that teachers’ development programs in the form of teacher training or courses are necessary in order to improve ECE pre-services’ TPACK, particularly in designing computer games for their students. 

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