A TPACK Course for Developing Pre-Service Teachers’ Technology Integration Competencies: From Design and Application to Evaluation

A TPACK Course for Developing Pre-Service Teachers’ Technology Integration Competencies: From Design and Application to Evaluation

Isil Kabakci Yurdakul (Anadolu University, Turkey), H. Ferhan Odabasi (Anadolu University, Turkey), Y. Levent Sahin (Anadolu University, Turkey) and Ahmet N. Coklar (Konya University, Turkey)
DOI: 10.4018/978-1-4666-2988-2.ch013
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Abstract

Technological Pedagogical Content Knowledge (TPACK) is one of the technology integration models that focuses on effective technology integration related to teacher competencies. This model is based on the interaction and combination of teachers’ technology, pedagogy, and content knowledge. A new course was created using a TPACK model of education. In this context, the trainer takes responsibility of being a role model and the use of new technology-based applications for educational purposes appropriately updated. Additionally, integrating the TPACK model of education could make important contributions to technology integration in teacher training if the information is concretized with concept maps, if students are made creative in their own fields with digital storytelling, and if all these are transferred into a course environment via the Web with the help of a learning management system.
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Technological Pedagogical Content Knowledge As An Integration Model

The Technological Pedagogical Content Knowledge – the TPACK model - is an integration model in which “technology knowledge” is added to the structure of “pedagogical content knowledge” developed by Shulman (1986). Figure 1 shows the Technological Pedagogical Content Knowledge Model and its components (Koehler and Mishra, 2005).

Figure 1.

The structure of the TPACK model and its components

As can be seen in Figure 1, the TPACK model is made up of three basic components: “content knowledge”, “pedagogy knowledge” and “technology knowledge”. The other components of the model include the combination and intersection of the following basic components: pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK) (Koehler and Mishra, 2009; Koehler and Mishra, 2008; Koehler and Mishra, 2005; Mishra and Koehler, 2006). Graham (2011) summarizes the components of the TPACK model as follows (Table 1).

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