TPACK in Special Education: Preservice Teacher Decision Making While Integrating Ipads into Instruction

Autor/inn/en	Anderson, Susan; Griffith, Robin; Crawford, Lindy
Titel	TPACK in Special Education: Preservice Teacher Decision Making While Integrating Ipads into Instruction
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 17 (2017) 1 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Special Education; Preservice Teachers; Decision Making; Technology Integration; Handheld Devices; Children; Mild Intellectual Disability; Learning Disabilities; Early Childhood Education; Education Majors; Lesson Plans; Journal Writing; Focus Groups; Field Instruction; Validity; Coding; Data Analysis; Computer Oriented Programs; Reading Material Selection; Progress Monitoring; Feedback (Response); Student Teacher Attitudes; Interviews; Qualitative Research + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Decision-making; Entscheidungsfindung; Child; Kind; Kinder; Learning handicap; Lernbehinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lesson planning; Unterrichtsplanung; Zeitschriftenaufsatz; Praxisklasse; Gültigkeit; Codierung; Programmierung; Auswertung; Computerprogramm; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	This study provides insight into preservice teachers' experiences with integrating technology into lessons with children who had mild learning disabilities. Participants included 14 junior early childhood education majors enrolled in a special education course with a fieldwork component. The researchers collected and analyzed lesson plans, journal entries, focus group interviews, and field notes. The findings illustrated preservice teachers' use of iPad apps during fieldwork, identified their technology-related instructional decisions, and determined how those choices exhibited emerging dimensions of technological, pedagogical, and content knowledge (TPACK). The preservice teachers combined their knowledge of pedagogy, student understanding of content, and emerging knowledge of iPad apps to effectively develop and conduct lessons in various content areas. Interviews with the students supported the social validity of the iPad implementation. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01