Evidence of Impact: Transforming Teacher Education with Preparing Tomorrow's Teachers to Teach with Technology (PT3) Grants

This article was published in Teaching and Teacher Education, Vol 26, Issue 4, Author(s): Drew Polly, Clif Mims, Craig E. Shepherd and Fethi Inan, “Evidence of Impact: Transforming Teacher Education with Preparing Tomorrow's Teachers to Teach with Technology (PT3) Grants”, Pages 863-870, Copyright Elsevier (May 2010).

This paper uses the framework of technological pedagogical content knowledge (TPACK; Mishra & Koehler, 2006) to analyze findings across projects from the U.S. Department of Education's Preparing Tomorrow's Teachers to Use Technology (PT3) initiative.

Approaches such as mentoring methods course faculty, teachers, and creating technology-rich instructional materials were associated with increases in preservice teachers' technological knowledge and their frequency of technology-rich instruction during field experiences.

Finally, the authors provide implications and directions for future analyses of technology integration efforts.

Reference
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054.