Beyond Apps in Pre-Service Education

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.