Analysis of the data coming from the lesson plans and classroom observations of three cases revealed that pre-service teachers considered the relationship among content, pedagogy and technology while planning and implementing their lessons.
📌 3 Key Takeaways
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Objective & Hypothesis:The issue of what teachers need to know about technology for effective teaching has been the centre of intense debate in the recent past.
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Key Findings & Data:Technological Pedagogical Content Knowledge (TPACK) has been proposed as a conceptual framework to describe the knowledge base teachers need for effective technology integration.
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Conclusion & Impact:Analysis of the data coming from the lesson plans and classroom observations of three cases revealed that pre-service teachers considered the relationship among content, pedagogy and technology while planning and implementing their lessons.
The issue of what teachers need to know about technology for effective teaching has been the centre of intense debate in the recent past. Technological Pedagogical Content Knowledge (TPACK) has been proposed as a conceptual framework to describe the knowledge base teachers need for effective technology integration. The present study aimed to investigate whether and/or how Turkish pre-service teachers of English reflected their TPACK, as developed in a design study integrating coursework and field experiences, on their lesson plans and implementation. Analysis of the data coming from the lesson plans and classroom observations of three cases revealed that pre-service teachers considered the relationship among content, pedagogy and technology while planning and implementing their lessons.
KURT, G., AKYEL, A., KOÇOĞLU, Z., MİSHRA, P. (2014). TPACK in practice: A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teachers of English. ELT Research Journal, Cilt: 3 - Sayı: 3, 153–166. https://ajindex.com/articles/754054
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