Coding pre-service teacher lesson plans for TPACK


Technology is rapidly becoming a predominant force for education, and teachers now more than ever have nearly endless technological tools at their disposal. The specific role of technology in education is not always well understood or utilized to its full potential (Cuban, Kirkpatrick, & Peck, 2001). The Technology Pedagogy Content Knowledge (TPACK) framework attempts to elaborate on the 3 essential types of knowledge required by teachers for successful technology integration (Mishra & Koehler, 2006; Koehler & Mishra, 2008; 2009). The TPACK framework also attempts to illustrate the dynamic and interconnected nature of the three primary components; technology knowledge, pedagogy knowledge, and content knowledge. In this paper, we propose a complementary method of analysis to identify practical and applied elements of TPACK in pre-service teacher lesson plans. We propose this lesson-plan coding scheme not as a replacement for the TPACK survey but rather as a supplement.

Society for Information Technology & Teacher Education International Conference