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Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

Drew Polly, Ian C. Binns, S. Michael Putman, Tracy C. Rock, Amy J. Good
Copyright: © 2015 |Pages: 28
ISBN13: 9781466684034|ISBN10: 1466684038|EISBN13: 9781466684041
DOI: 10.4018/978-1-4666-8403-4.ch019
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MLA

Polly, Drew, et al. "Developing Technological Pedagogical Content Knowledge in Elementary Education Programs." Handbook of Research on Teacher Education in the Digital Age, edited by Margaret L. Niess and Henry Gillow-Wiles, IGI Global, 2015, pp. 493-520. https://doi.org/10.4018/978-1-4666-8403-4.ch019

APA

Polly, D., Binns, I. C., Putman, S. M., Rock, T. C., & Good, A. J. (2015). Developing Technological Pedagogical Content Knowledge in Elementary Education Programs. In M. Niess & H. Gillow-Wiles (Eds.), Handbook of Research on Teacher Education in the Digital Age (pp. 493-520). IGI Global. https://doi.org/10.4018/978-1-4666-8403-4.ch019

Chicago

Polly, Drew, et al. "Developing Technological Pedagogical Content Knowledge in Elementary Education Programs." In Handbook of Research on Teacher Education in the Digital Age, edited by Margaret L. Niess and Henry Gillow-Wiles, 493-520. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8403-4.ch019

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Abstract

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

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