Patterns of Technological Pedagogical and Content Knowledge in Preservice-Teachers' Literacy Lesson Planning
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| Title: | Patterns of Technological Pedagogical and Content Knowledge in Preservice-Teachers' Literacy Lesson Planning |
|---|---|
| Language: | English |
| Authors: | Arya, Poonam, Christ, Tanya, Wu, Wen |
| Source: | Journal of Education and Learning. 2020 9(5):1-14. |
| Availability: | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Pedagogical Content Knowledge, Technological Literacy, Preservice Teachers, Literacy Education, Lesson Plans, Planning, Technology Integration, Preservice Teacher Education, Educational Technology, Technology Uses in Education, Elementary Education |
| ISSN: | 1927-5250 |
| Abstract: | This study explored the patterns of Technological Pedagogical and Content Knowledge (TPACK) in 45 preservice teachers' literacy lesson plans that integrated digital texts or tools. A priori coding and content analysis were used to identify preservice teachers' demonstrations of combinations of TPACK constructs. Findings indicated that preservice teachers demonstrated TPACK (41%) and combined Technological Content Knowledge and Pedagogical Content Knowledge most frequently (42%), Pedagogical Content Knowledge less frequently (13%), and other patterns rarely, combined Technological Content Knowledge and Technological Pedagogical Knowledge (1%), Technological Content Knowledge (1%), Technological Pedagogical Knowledge (0%) and combined Pedagogical Content Knowledge and Technological Pedagogical Knowledge (0%). This study cohered with previous research that found just under half of teachers demonstrated TPACK. However, it differed from previous studies that did not show patterns of Pedagogical Content Knowledge but Technological Pedagogical Knowledge, as our data showed Pedagogical Content Knowledge but not Technological Pedagogical Knowledge. Finally, it extended previous research by identifying patterns of literacy preservice teachers' demonstrations of TPACK in their elementary literacy lesson plans. It also demonstrated new ways of combining TPACK constructs (i.e., Technological Content Knowledge and Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge, and Pedagogical Content Knowledge and Technological Pedagogical Knowledge), which when used to code the data resulted in a more comprehensive definition of TPACK. Only 2% of the lesson plans did not demonstrate any of the combinations. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1270579 |
| Database: | ERIC |
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