TECHNOLOGY INTEGRATION MODELS IN TEACHER EDUCATION AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

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TECHNOLOGY INTEGRATION MODELS IN TEACHER EDUCATION  AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

Journal Title: Batı Anadolu Eğitim Bilimleri Dergisi (BAED) - Year 2013, Vol 4, Issue 8

Abstract

Today, a contemporary institution of teacher education needs to effectively plan how to integrate technology into teacher education programs and keep the plan open to the continuous changes.  In this connection, the discussions on the concept of" qualified teacher” have been recently focused on Technological Pedagogical Content Knowledge (TPACK) that is an extension of Pedagogical Content Knowledge (PCK), which is a special amalgam of content and pedagogical knowledge.  This study analyzes the following models that aim to develop pre-service teachers’ TPACK, including the differences and similarities among the models: SiTI, TPACK-COPR and TM. The results show the common features of this TPACK-oriented models are: real classroom experiences from the perspective of the situated learning theory, observation of experienced teachers’ classroom teaching, reflection, peer to peer interaction and building a learning environment focusing on technological knowledge and skills; on the other hand, explicitly addressing the theoretical nature of TPACK and its components  and activities for understanding of students’ learning difficulties as  differences among the models. The results have been discussed in terms of Turkish teacher education programs to integrate technology in a meaningful way.

Authors and Affiliations

Zehra Kaya, Ömer Yılayaz

Keywords

EP ID EP110883
DOI -
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