NDLI: Using technology pedagogical content knowledge development to enhance learning outcomes

Content Provider	Springer Nature Link
Author	Agyei, Douglas D. Keengwe, Jared
Copyright Year	2012
Abstract	This paper describes an intervention in which pre-service teachers developed their TPACK through multiple data sources. Teachers’ self-reports of their TPACK knowledge were triangulated with performance-based assessment of their instructional practices and artifacts to give a better understanding and nature of pre-service teachers’ TPACK development. Although self reported measures did not correlate with pre-service teachers’ actual increased knowledge of technology integration, this study enhances better understanding of the pre-service teachers’ TPACK development through the multiple assessment measures. The learning outcome measures provide specific information and concrete representation of what pre-service teachers can actually do with technology in their TPACK development. The findings suggested multiple concerns about self-reported measures that are discussed in the framework of the TPACK instrument.
Starting Page	155
Ending Page	171
Page Count	17
File Format	PDF
ISSN	13602357
Journal	Education and Information Technologies
Volume Number	19
Issue Number	1
e-ISSN	15737608
Language	English
Publisher	Springer US
Publisher Date	2012-05-30
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Pre-service teachers Technology Pedagogy Content knowledge Technology integration Computers and Education Educational Technology User Interfaces and Human Computer Interaction Education (general) Information Systems Applications (incl. Internet) Computer Application in Social and Behavioral Sciences
Content Type	Text
Resource Type	Article
Subject	Education Library and Information Sciences E-learning

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge

Pre-service teachers’ experiences of ICT in daily life and in educational contexts and their proto-technological pedagogical knowledge

Teachers’ perspectives on their use of ICT in teaching and learning: A case study

Exploring relationships among TPACK components and development of the TPACK instrument

Pedagogy with information and communications technologies in transition

Examining teachers’ use of computer-based technologies: A case study

Creating an effective professional learning sessions model on technology integration for a Kenyan school district

Pre-service teachers’ experiences of scaffolded learning in science through a computer supported collaborative inquiry

Having a go: Looking at teachers’ experience of risk-taking in technology integration

Using technology pedagogical content knowledge development to enhance learning outcomes

Similar Documents

Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge

Pre-service teachers’ experiences of ICT in daily life and in educational contexts and their proto-technological pedagogical knowledge

Teachers’ perspectives on their use of ICT in teaching and learning: A case study

Exploring relationships among TPACK components and development of the TPACK instrument

Pedagogy with information and communications technologies in transition

Examining teachers’ use of computer-based technologies: A case study

Creating an effective professional learning sessions model on technology integration for a Kenyan school district

Pre-service teachers’ experiences of scaffolded learning in science through a computer supported collaborative inquiry

Having a go: Looking at teachers’ experience of risk-taking in technology integration

Using technology pedagogical content knowledge development to enhance learning outcomes