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The effect of instructional methodol...

Haley-Mize, Shannon.

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The effect of instructional methodology on pre-service educators' level of technological pedagogical content knowledge.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of instructional methodology on pre-service educators' level of technological pedagogical content knowledge./
Author:	Haley-Mize, Shannon.
Description:	189 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-12, Section: A, page: 4515.
Contained By:	Dissertation Abstracts International72-12A.
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3477165
ISBN:	9781124918297

The effect of instructional methodology on pre-service educators' level of technological pedagogical content knowledge.
Haley-Mize, Shannon.

The effect of instructional methodology on pre-service educators' level of technological pedagogical content knowledge. - 189 p.

Source: Dissertation Abstracts International, Volume: 72-12, Section: A, page: 4515.

Thesis (Ph.D.)--The University of Southern Mississippi, 2011.

Technological Pedagogical Content Knowledge (TPACK) is presented by Mishra and Koehler (2006) as a form of complex, situated knowledge that is a prerequisite to seamless and successful technology integration into educational spaces. This form of knowledge is believed necessary for technology use to transform classrooms into vibrant, collaborative spaces that build 21st century skills -- a transformation that has been elusive in K-16 spaces. Preservice education programs are poised to develop this type of knowledge in future teachers to contribute to the development of educators that can act as change agents. This study used a quasi-experimental, pre/post-test design to evaluate three different course experiences on preservice educators' level of TPACK. Results indicated that candidates who participated in course design that explicitly modeled technology integration, created a digital space to extend the community of practice, challenged participants to create collaborative solutions using Web 2.0 platforms, and integrated content on Universal Design for Learning showed significant increases in Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Pedagogical Technological Knowledge, and Technological Pedagogical Content Knowledge when post scores were compared with pre-test scores. Multivariate analysis of variance between groups on each of the six TPACK subscales reviewed in this study indicated that this group also showed significantly higher gains in TPACK when compared to a fully online group and a face-to-face without technology-enhanced learning on Pedagogical Content Knowledge, Technological Content Knowledge, and Technological Pedagogical Knowledge.

ISBN: 9781124918297Subjects--Topical Terms:

606639
Education, Special.

The effect of instructional methodology on pre-service educators' level of technological pedagogical content knowledge.
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245 1 4 $a The effect of instructional methodology on pre-service educators' level of technological pedagogical content knowledge.
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500 $a Source: Dissertation Abstracts International, Volume: 72-12, Section: A, page: 4515.
500 $a Adviser: David W. Walker.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2011.
520 $a Technological Pedagogical Content Knowledge (TPACK) is presented by Mishra and Koehler (2006) as a form of complex, situated knowledge that is a prerequisite to seamless and successful technology integration into educational spaces. This form of knowledge is believed necessary for technology use to transform classrooms into vibrant, collaborative spaces that build 21st century skills -- a transformation that has been elusive in K-16 spaces. Preservice education programs are poised to develop this type of knowledge in future teachers to contribute to the development of educators that can act as change agents. This study used a quasi-experimental, pre/post-test design to evaluate three different course experiences on preservice educators' level of TPACK. Results indicated that candidates who participated in course design that explicitly modeled technology integration, created a digital space to extend the community of practice, challenged participants to create collaborative solutions using Web 2.0 platforms, and integrated content on Universal Design for Learning showed significant increases in Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Pedagogical Technological Knowledge, and Technological Pedagogical Content Knowledge when post scores were compared with pre-test scores. Multivariate analysis of variance between groups on each of the six TPACK subscales reviewed in this study indicated that this group also showed significantly higher gains in TPACK when compared to a fully online group and a face-to-face without technology-enhanced learning on Pedagogical Content Knowledge, Technological Content Knowledge, and Technological Pedagogical Knowledge.
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