{"id":9850,"date":"2024-02-15T13:14:02","date_gmt":"2024-02-15T18:14:02","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=9850"},"modified":"2024-02-15T13:14:02","modified_gmt":"2024-02-15T18:14:02","slug":"9850","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/9850","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Hu, C. (2012). Creating an environment for pre-service teachers to develop Technical Pedagogical and Content Knowledge. In T. Le &amp; Q. Le (Eds.), <em>Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education: Creating Learning-Friendly Environments<\/em> (pp. 115-128). IGI Global. <a href=\"https:\/\/doi.org\/10.4018\/978-1-61350-074-3.ch010\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.4018\/978-1-61350-074-3.ch010<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cThis chapter reports a teacher education program in applying the framework of TPACK to the design of its ICT curriculum: the design principles employed, its implementation and a formative evaluation. A survey adapted from Schmidt et al. (2009) was administered at the beginning and completion of the course. The post-course survey showed an increase in pre-service teachers\u2019 self-reported ratings in all three types of knowledge, namely technological knowledge, technological pedagogical knowledge, and technology, pedagogy and content knowledge. Although a majority (53.1%) of the pre-service teachers favored the approach of learning technology through engaging in design projects, many suggested that more structured instruction would benefit their learning.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Hu, C. (2012). Creating an environment for pre-service teachers to develop Technical Pedagogical and Content Knowledge. In T. Le &amp; Q. Le (Eds.), Technologies for Enhancing Pedagogy, Engagement and Empowerment in Education: Creating Learning-Friendly Environments (pp. 115-128). IGI Global. https:\/\/doi.org\/10.4018\/978-1-61350-074-3.ch010 Abstract: \u201cThis chapter reports a teacher education program in applying&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/9850\">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":[11,5,14],"tags":[513,1380,1504,2115],"coauthors":[2302],"class_list":["post-9850","post","type-post","status-publish","format-standard","hentry","category-report-of-practice","category-book-chapter","category-empirical-research","tag-preservice-teachers","tag-schmidt-survey","tag-instructional-design","tag-teacher-education-program","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/9850","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=9850"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/9850\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=9850"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=9850"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=9850"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=9850"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}