{"id":9326,"date":"2024-02-12T10:56:40","date_gmt":"2024-02-12T15:56:40","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=9326"},"modified":"2024-02-12T10:56:40","modified_gmt":"2024-02-12T15:56:40","slug":"9326","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/9326","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Graham, C. R., Borup, J., Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates\u2019 technology integration decisions. <em>Journal of Computer Assisted Learning 29<\/em>(6), 530-546<em>.<\/em> <a href=\"http:\/\/doi.org\/10.1111\/j.1365-2729.2011.00472.x\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/doi.org\/10.1111\/j.1365-2729.2011.00472.x<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cThis research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate how and why they would integrate technology in three content teaching design tasks. Researchers identified themes from student rationales that mapped to the TPACK constructs. Rationales simultaneously supported subcategories of knowledge that could be helpful to other researchers trying to understand and measure TPACK. The research showed significant student growth in the use of rationales grounded in content-specific knowledge and general pedagogical knowledge, while rationales related to general technological knowledge remained constant.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Graham, C. R., Borup, J., Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates\u2019 technology integration decisions. Journal of Computer Assisted Learning 29(6), 530-546. http:\/\/doi.org\/10.1111\/j.1365-2729.2011.00472.x Abstract: \u201cThis research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/9326\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,14],"tags":[124,513,1510,1713],"coauthors":[],"class_list":["post-9326","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-decision-making","tag-preservice-teachers","tag-elementary-teachers","tag-brigham-young-university","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/9326","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=9326"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/9326\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=9326"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=9326"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=9326"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=9326"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}