Welcome to the InfoSci Platform
Exploring the Development of Pre-Service Teachers' ICT-TPACK using a Cognitive Stimulation Tool

Exploring the Development of Pre-Service Teachers' ICT-TPACK using a Cognitive Stimulation Tool

Syh-Jong Jang, Meng-Fang Tsai
Copyright: © 2016 |Pages: 25
ISBN13: 9781466696341|ISBN10: 1466696346|EISBN13: 9781466696358
DOI: 10.4018/978-1-4666-9634-1.ch018
Cite Chapter Cite Chapter

MLA

Jang, Syh-Jong, and Meng-Fang Tsai. "Exploring the Development of Pre-Service Teachers' ICT-TPACK using a Cognitive Stimulation Tool." Handbook of Research on Applied Learning Theory and Design in Modern Education, edited by Elena A. Railean, et al., IGI Global, 2016, pp. 380-404. https://doi.org/10.4018/978-1-4666-9634-1.ch018

APA

Jang, S. & Tsai, M. (2016). Exploring the Development of Pre-Service Teachers' ICT-TPACK using a Cognitive Stimulation Tool. In E. Railean, G. Walker, A. Elçi, & L. Jackson (Eds.), Handbook of Research on Applied Learning Theory and Design in Modern Education (pp. 380-404). IGI Global. https://doi.org/10.4018/978-1-4666-9634-1.ch018

Chicago

Jang, Syh-Jong, and Meng-Fang Tsai. "Exploring the Development of Pre-Service Teachers' ICT-TPACK using a Cognitive Stimulation Tool." In Handbook of Research on Applied Learning Theory and Design in Modern Education, edited by Elena A. Railean, et al., 380-404. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9634-1.ch018

Export Reference

Mendeley
Favorite

Abstract

Self-regulated learning (SRL) skills and Technological Pedagogical and Content Knowledge (TPACK) are important issues in current educational studies. Most of SRL studies have highlighted the relationship between self-regulation and academic performances. However, few existing research on the aspect of SRL is seldom applied to the research on TPACK of pre-service teachers. The purpose of this paper was to examine pre-service teachers' development of TPACK with appropriate Information and Communication Technologies (ICT) using cognitive stimulation tool (CST). Pre-service teachers self-rated their ICT-TPACK at two time points, and the statistical analysis indicated significant difference. The analysis of qualitative data showed that pre-service teachers used cognitive regulation strategies to develop their understanding and application skills on ICT-TPACK and were able to use reflective practices to demonstrate their understanding of TPACK at the end of the semester. The research implications of this study and TPACK instrument development are provided along with suggestions.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.