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Designing Effective Technology Preparation Opportunities for Preservice Teachers

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Technological Pedagogical Content Knowledge

Abstract

In this chapter, we present one approach to the design of standalone educational technology courses that is aligned with research-based principles for the preparation of preservice teachers, while utilizing the framework of technological pedagogical content knowledge (TPACK) as an instructional guide. We also present insights from preservice teachers’ reflections on the TPACK framework, and their anticipated uses of technology in their student teaching placement and future classrooms. Preservice teachers’ reflections indicated that key components of the course were beneficial in fostering a greater appreciation of technology in the context of content and pedagogy. Further, all preservice teachers expect to use technology in their future classrooms although their descriptions did not provide detailed information on how they would do so, while considering issues of content and pedagogy. We conclude with a discussion and implications for future practice.

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Authors and Affiliations

  1. School of Education, University of Delaware, Newark, DE, USA

    Chrystalla Mouza & Rachel Karchmer-Klein

Authors
  1. Chrystalla Mouza
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  2. Rachel Karchmer-Klein
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Correspondence to Chrystalla Mouza .

Editor information

Editors and Affiliations

  1. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

    Charoula Angeli

  2. University of Cyprus, Nicosia, Cyprus, Nicosia, Cyprus

    Nicos Valanides

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Mouza, C., Karchmer-Klein, R. (2015). Designing Effective Technology Preparation Opportunities for Preservice Teachers. In: Angeli, C., Valanides, N. (eds) Technological Pedagogical Content Knowledge. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-8080-9_6

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