Abstract
The purpose of this chapter is to assess the extent of technological pedagogical content knowledge of preservice teachers. Using the TPACK survey developed by Schmidt et al., participating preservice teachers self-assessed their TPACK knowledge. Participating preservice teachers were part of the first cohort required to take an instructional technology course in the undergraduate initial certification program due to revised program requirements. Results indicated that more than 80% of the survey participants agreed that they “can teach lessons that appropriately combine content area, technologies, and teaching approaches.” To further understand these self-reported data, TPACK constructs discussed in this exploration focus on three of the seven domains—TCK, TPK, and TPACK. Actionable considerations for preservice teachers are proposed, including a professional development learning module to build teachers' TPACK knowledge.
TopBackground
Meaningful integration of technology that promotes learning is one expectation of currently best teaching practices. The promotion of technology integration has evolved as teaching and learning have shifted in step with the fast advancement of digital teaching tools. This change was most notably marked by the International Society for Technology in Education’s (ISTE) publication of its National Educational Technology Standards (NETS), beginning in the late 1990s. The NETS are intended to prepare teachers to enhance students’ technological skills and knowledge, and has been an ongoing priority since the standards were first published. ISTE developed the initial sets of standards—NETS for students (1998, 2007, 2016), educators (2000, 2008, 2017), and education leaders (2009, 2018). These standards outline the competencies for learning, teaching, and leading with technology and have served as a framework to guide the progress of technology integration in K-12 settings. In 2018 a new set of standards, the ISTE Standards for Educators: Computational Thinking Competencies for Educators (2018), was published. This new set of standards was intended to help build skills by integrating computational thinking (CT) across all disciplines and with students of all ages. Then in 2020, ISTE Standards for Coaches was developed to help define the role of technology coaches and show how their work connects to the ISTE Standards and learning sciences. They were updated again in 2021.
Since the 2021 update, the ISTE Standards have been rebranded with the compilation of all five sets of standards—now meant to be considered as a single work—intended as a guide for comprehensive and systemic planning. These standards have guided the preparation of preservice teachers’ readiness for the classroom over the years and continue to do so in a more integrated manner in the most recent compilation.
As more and more studies show that technology integration within the curriculum can improve students’ learning processes and outcomes (Baytak et al., 2011; Fraser & Garofalo, 2015; Keser et al., 2012), digital tools to engage students in critical thinking, promote student collaboration, and provide hands-on learning opportunities, including personalization of learning, have become common educational practices.
Key Terms in this Chapter
Preservice Teacher: Student enrolled in an educator preparation program to become a certified teacher.
Digital Tools: Applications, websites, or online platforms that support students and teachers to present, organize, communicate, and engage concepts.
Learning Module: Organized unit of study that focuses on a specific topic with instructional resources and learning activities.
Technology Integration: Use of technology and technology-based strategies to enhance student engagement and demonstration of learning, as well as to improve teaching practices and productivity.
Student Teaching: Full-time instructional experience under supervision of an experienced, highly effective, certified teacher.
Educator Preparation Program: Organization offering a program of study approved by the state to educate and endorse candidates for teacher certification.
Performance Assessment: Assessment that requires preservice teachers to demonstrate their planning, assessment, and teaching knowledge and skills.