Technological Pedagogical Content Knowledge (TPACK) is defined as the teacher knowledge needed for effective technology integration. This study aimed to investigate preservice elementary mathematics teachers' TPACK development. TPACK survey was administered to 33 preservice teachers (PSTs), and six of them were selected via maximum variation…

The significance of reflective practice (RP) has been widely recognized in both general education and language education. The past years have witnessed an exponential growth of studies in examining how technology can be utilized to promote teachers' RP and video-based RP has been extensively reported as a powerful tool for teacher learning in many…

This study investigated preservice elementary science teachers' TPACK development throughout a science teaching method course. The pretest-posttest control group was used in the study. At the end of the study, a self-reported TPACK measure was administered to the experimental (n=26) and control (n=23) groups. The experimental group learned about…

This qualitative case study investigated teachers' Technological Pedagogical Content Knowledge (TPACK) for teaching high school geometry in Turkey. Four TPACK components and their corresponding five TPACK level descriptions were used for examining three geometry teachers' TPACK through their technological instructional plans, microteaching…

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample:…

Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the…

This study investigates the impact of CALL training on in-service language teachers' use of CALL-based activities in their classrooms. The participants included 35 pre-service English as a Foreign Language (EFL) teachers who took an undergraduate-level elective CALL course (FLE318) offered during the 2008-2009 academic year in the Department of…

In this paper, we examine the development of pre-service mathematics teachers' use of multiple representations during teaching in technology-rich environments. The pre-service teachers took part in a preparation program aimed at integration of technology into teaching mathematics. The program was designed on the basis of Technological Pedagogical…