Instructional Design for Technological Pedagogical Content Knowledge (TPACK) Development in Preservice Teachers

• In Event: 68.057 - Taking Up Technology in Preservice Teacher Education: Multiple Approaches

Abstract

This study tracks the evolution of an instructional technology course designed for preservice elementary teachers. Traditionally, the course incorporated assignments where participants’ technical knowledge was fostered. Significant changes to the course evolved as a result of implementing a problem-based, instructional design approach in support of a “flipped classroom” initiative in a local elementary school. In the modified course, preservice teachers served as instructional designers, creating digital media after observing language arts instruction in elementary classrooms to inform their design. Across the evolving iterations of the course, pre- and post-tests were used to examine the impact that an innovative TPACK-ADDIE instructional design model made on preservice teachers’ TPACK development.

Authors

• Oliver Dreon, Millersville University of Pennsylvania

• Jennifer Shettel, Millersville University of Pennsylvania