國立虎尾科技大學 |

Development of Technological Pedagogical Content Knowledge (TPACK) in PreK-6 teacher preparation programs.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Development of Technological Pedagogical Content Knowledge (TPACK) in PreK-6 teacher preparation programs./
作者:	Wang, Wei.
面頁冊數:	1 online resource (187 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
標題:	Educational technology. -
電子資源:	click for full text (PQDT)
ISBN:	9781369221756

Development of Technological Pedagogical Content Knowledge (TPACK) in PreK-6 teacher preparation programs.
Wang, Wei.

Development of Technological Pedagogical Content Knowledge (TPACK) in PreK-6 teacher preparation programs. - 1 online resource (187 pages)

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)--Iowa State University, 2016.

Includes bibliographical references

This dissertation investigates whether preservice teachers majoring in elementary education, in the context of a teacher preparation program at a higher education institution, develop technological pedagogical content knowledge (TPACK) with the goal of having the capacity to successfully integrate technology while planning instruction and teaching in PreK-6 classrooms. The dissertation is presented in a non-traditional format including an introduction, three manuscripts prepared for journal publication, and a concluding chapter.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369221756Subjects--Topical Terms:

556755
Educational technology.
Index Terms--Genre/Form:

554714
Electronic books.

Development of Technological Pedagogical Content Knowledge (TPACK) in PreK-6 teacher preparation programs.
LDR:03621ntm a2200349K 4500 001 913444
005 20180618095030.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9781369221756
035 $a (MiAaPQ)AAI10167845
035 $a (MiAaPQ)iastate:15877
035 $a AAI10167845
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Wang, Wei. $3 669961
245 1 0 $a Development of Technological Pedagogical Content Knowledge (TPACK) in PreK-6 teacher preparation programs.
264 0 $c 2016
300 $a 1 online resource (187 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Advisers: Denise A. Schmidt-Crawford; Ann D. Thompson.
502 $a Thesis (Ph.D.)--Iowa State University, 2016.
504 $a Includes bibliographical references
520 $a This dissertation investigates whether preservice teachers majoring in elementary education, in the context of a teacher preparation program at a higher education institution, develop technological pedagogical content knowledge (TPACK) with the goal of having the capacity to successfully integrate technology while planning instruction and teaching in PreK-6 classrooms. The dissertation is presented in a non-traditional format including an introduction, three manuscripts prepared for journal publication, and a concluding chapter.
520 $a The three journal articles tapped into the essential components surrounding the dissertation's focus of preK-6 preservice teachers' TPACK development during their teacher preparation program. The first article provided an extensive literature review examining the development of TPACK framework with a specific focus on assessing preservice teachers' TPACK development via five different research methods (self-report, open-ended questionnaire, performance assessment, interview, and observation). The second article actively explored preK-6 preservice teachers' development of technological pedagogical content knowledge (TPACK) through triangulated assessments after completing a series of required content methodology courses. The third article utilized case study approach to investigate how prepared a preservice teacher is to use technology within literacy content instruction during a practicum experience.
520 $a The three articles provided an analysis of the relevant literature and thoroughly explored the research questions that were posed. A thorough data analysis provided evidence regarding the impact of teacher preparation program experience on preservice teachers' TPACK development. In general, main conclusions can be drawn from this study. These include the following: technology integration modeling or scaffolding from teacher preparation program instructors and field instructors can enhance preservice teachers' overall TPACK development, the need of continuing longitudinal study to keep track of preservice teachers' TPACK development during teacher preparation program, and close relationship of pedagogical-related knowledge development and methodology courses. Method courses provide the opportunity for preservice teachers to learn more about content-specific pedagogical approaches and teach in real classrooms.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational technology. $3 556755
650 4 $a Teacher education. $3 1148451
655 7 $a Electronic books. $2 local $3 554714
690 $a 0710
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Iowa State University. $b Curriculum and Instruction. $3 1183436
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10167845 $z click for full text (PQDT)