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Direct linkShinas, Valerie Harlow; Karchmer-Klein, Rachel; Mouza, Chrystalla; Yilmaz-Ozden, Sule; Glutting, Joseph J. – Journal of Digital Learning in Teacher Education, 2015
In this quantitative study, correlational and multiple regression analyses were conducted to examine the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Survey data were analyzed to determine the…
Descriptors: Preservice Teacher Education, Preservice Teachers, Pedagogical Content Knowledge, Correlation
Mouza, Chrystalla; Nandakumar, Ratna; Yilmaz Ozden, Sule; Karchmer-Klein, Rachel – Action in Teacher Education, 2017
This study used longitudinal data to investigate the development of preservice teachers' Technological Pedagogical Content Knowledge (TPACK) throughout their initial teacher education program in the United States. Quantitative and qualitative data were collected at four different points in time. Findings indicated that teacher preparation…
Descriptors: Longitudinal Studies, Pedagogical Content Knowledge, Technological Literacy, Preservice Teachers
Download full textShinas, Valerie Harlow; Yilmaz-Ozden, Sule; Mouza, Chrystalla; Karchmer-Klein, Rachel; Glutting, Joseph J. – Journal of Research on Technology in Education, 2013
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…
Descriptors: Factor Analysis, Pedagogical Content Knowledge, Construct Validity, Preservice Teachers
Mouza, Chrystalla; Karchmer-Klein, Rachel – Journal of Educational Computing Research, 2013
This study investigated the extent to which case development allowed pre-service teachers to recognize the interactions and integration of technology with content and pedagogy in their own practice. These interactions form the core of what has been called Technological Pedagogical Content Knowledge (TPACK), a distinct type of knowledge required…
Descriptors: Technology Integration, Instructional Effectiveness, Case Method (Teaching Technique), Learning Activities
Habowski, Thomas; Mouza, Chrystalla – Journal of Technology and Teacher Education, 2014
This study investigates pre-service teachers' TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the…
Descriptors: Preservice Teachers, Science Teachers, Secondary School Teachers, Secondary School Science
Mouza, Chrystalla – Journal of Research on Technology in Education, 2011
This study investigated the potential of a professional development program centered on case development to help urban teachers: (a) integrate technology with content and pedagogy and (b) cultivate habits of reflection required to learn from practice. Qualitative analysis revealed that case development helped teachers develop an understanding of…
Descriptors: Urban Teaching, Case Method (Teaching Technique), Professional Development, Technology Integration
