This mixed-methods study analyzed Technological Pedagogical Content Knowledge (TPACK) learning trajectories of preservice teachers enrolled in an online seven-week long educational technology course. Timeline analysis was used to identify and interpret emerged patterns of learning trajectories. The study suggests that continuous growth of the…

Digital technologies can have positive effects on student learning in higher education. Based on the ICAP framework, they should be particularly effective when teachers use them to encourage student engagement in constructive and interactive as opposed to passive and active learning activities. Using a sample of 381 higher education students, we…

Technological Pedagogical Content Knowledge (TPACK) is an emerging competence of pre-service science teachers in the 21st education century. In Indonesian context, knowledge about the use of technology to develop teachers is way too limited. Therefore, this study aimed to identify pre-service teacher competencies in integrating technology into…

This study explored how the pedagogical knowledge construct of TPACK and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad. This qualitative study used an interpretivist approach and case study design to closely examine each participant's (n = 38) experience to…

Until now, TPACK has mostly been measured by subject-unspecific self-report measures. In contrast, this study introduces and analyzes an objective and biology-specific performance assessment of the four T-dimensions of TPACK. This instrument was used in combination with a biology-specific self-report measure to examine 206 biology teacher students…

Rural communities face unique challenges that can complicate technological integration and impact the effectiveness of 1:1 technology initiatives. The purpose of this qualitative study is to explore teachers' and administrators' perceptions of technology integration after implementing a 1:1 initiative in a rural, public district. Three primary…

This article bridges the fields of instructional design and teacher education, presenting and modernizing the media influence debate and synthesizing it with the technological pedagogical and content knowledge (TPACK) framework. Five modern technologies are presented as media comparison studies, analyzed from both the medium-as-variable and…

The integration of technology into science teaching by pre-service science teachers and their self-efficacy in using technology in their teaching practices are important issues for science education. The purpose of this study is to develop an Educational Robotics Technological Pedagogical Content Knowledge (ER-TPACK) self-efficacy scale based on a…

The technological, pedagogical, and content knowledge (TPACK) framework considers the role of technology in teaching. Although TPACK is grounded in context, one limitation is the lack of understanding about the interactions between particular contexts, knowledge development, and instruction. This qualitative multiple-case study was designed to…

The purpose of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to integrate iPads into literacy instruction. Analysis revealed two findings related to using the TIPC to plan instruction: (a) Though the TIPC provides a structured approach to planning that…

Utilizing a correlational research design, we sought to examine the relationship between the technological pedagogical content knowledge (TPACK) of in-service teachers and student achievement measured with each individual teacher's Value-Added Model (VAM) score. The TPACK survey results and a teacher's VAM score were also examined, separately,…

This article elucidates the process of game-based learning in classrooms through the use of the Play Curricular activity Reflection Discussion (PCaRD) model. A mixed-methods study was conducted at a high school to implement three games with the PCaRD model in a year-long elective course. Data sources included interviews and observations for…

This study examined the construct validity of the Survey of Preservice Teachers' Knowledge of Teaching and Technology through an exploratory factor analysis using responses from 365 preservice teachers enrolled in an educational technology course in the United States. The participants were completing methods courses and field experience concurrent…

How does preservice teachers' knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the…

This study examined preservice teachers' problem-solving skills through the use of an online video case study. Eighty preservice teachers participated in the study with a three-level video presentation by a two-grade-level between-subjects factorial design. The study incorporates a content analysis framework to examine both the components and the…