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Beyond Apps in Pre-Service Education: Unpacking Perceptions of TPACK and Global Competencies

Beyond Apps in Pre-Service Education: Unpacking Perceptions of TPACK and Global Competencies

Lesley Wilton, Clare Brett
Copyright: © 2019 |Pages: 23
ISBN13: 9781522570011|ISBN10: 1522570012|EISBN13: 9781522570028
DOI: 10.4018/978-1-5225-7001-1.ch004
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MLA

Wilton, Lesley, and Clare Brett. "Beyond Apps in Pre-Service Education: Unpacking Perceptions of TPACK and Global Competencies." Handbook of Research on TPACK in the Digital Age, edited by Margaret L. Niess, et al., IGI Global, 2019, pp. 69-91. https://doi.org/10.4018/978-1-5225-7001-1.ch004

APA

Wilton, L. & Brett, C. (2019). Beyond Apps in Pre-Service Education: Unpacking Perceptions of TPACK and Global Competencies. In M. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of Research on TPACK in the Digital Age (pp. 69-91). IGI Global. https://doi.org/10.4018/978-1-5225-7001-1.ch004

Chicago

Wilton, Lesley, and Clare Brett. "Beyond Apps in Pre-Service Education: Unpacking Perceptions of TPACK and Global Competencies." In Handbook of Research on TPACK in the Digital Age, edited by Margaret L. Niess, Henry Gillow-Wiles, and Charoula Angeli, 69-91. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7001-1.ch004

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Abstract

This chapter presents a multiyear case study in a two-year graduate teacher education program at a large urban university in Canada. This research studies how the incorporation of the TPACK theoretical framework and the concept of global competencies supports pre-service candidates' depth of pedagogical understandings when integrating technology into teaching practice. Online surveys were conducted with students attending a compulsory information and communications technology (ICT) course. Five instances of the course across a four-year time span were studied. Online questionnaires were also given to students and five instructors. Four themes were identified by students and instructors: (1) TPACK helps students integrate the three kinds of knowledge, (2) TPACK allows a focus on pedagogy by defocusing on technology, (3) TPACK is a robust theory, and (4) TPACK takes time to integrate into practice. This chapter offers teacher education program recommendations and suggests directions for future research.

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