Preparing Teachers to Integrate Technology Into K–12 Instruction: Comparing a Stand-Alone Technology Course With a Technology-Infused Approach

Source: Journal of Digital Learning in Teacher Education, Volume 31, Issue 4, 2015, p. 160-172

In this article, the authors compared the effectiveness of learning technological, pedagogical, and content knowledge (TPACK) domain knowledge in a new technology-infused approach for teaching technology to teacher candidates with a more traditional, stand-alone course.

In the new approach, learning to use technology is infused into program methods courses. Candidates all improved their TPACK domain scores. Interestingly, there were interactions of cohort × time of testing on the TPACK measures. Candidates' scores from the stand-alone course increased more rapidly for TK and TPK, whereas candidates' pre- to posttest scores from the technology-infused courses increased faster for CK and PK.
In the discussion, the authors account for the differences, connect the results to the literature, and pose questions for consideration in future research.