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dc.contributor.authorJamieson-Proctor, Rominaen_US
dc.contributor.authorFinger, Glennen_US
dc.contributor.authorAlbion, Peteren_US
dc.contributor.editorDonna Gronn and Geoff Romeoen_US
dc.date.accessioned2017-05-03T12:59:45Z
dc.date.available2017-05-03T12:59:45Z
dc.date.issued2010en_US
dc.date.modified2011-06-24T08:39:06Z
dc.identifier.refurihttp://acec2010.info/en_AU
dc.identifier.urihttp://hdl.handle.net/10072/36585
dc.description.abstractThe expectations for teacher education graduates having appropriate information and communication technology (ICT) capabilities to meet the challenges of learning and teaching in the 21st century are widely accepted. However, it should not be assumed that tomorrow's teachers will enter their profession with those ICT capabilities. The conceptual framework of Technological Pedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2006, AACTE Committee on Innovation and Technology, 2008) was used to guide the study undertaken in 2009 of final year students in two Universities in Queensland, Australia. The findings are compared with those reported in an earlier study (Watson et al., 2004) which found that there was a limited band of applications with which the participants expressed high levels of competence. Importantly, high percentages of participants perceived themselves to have no competence with applications such as multimedia development, visual thinking software and digital video editing which could be particularly stimulating for learning outcomes in their future students. Furthermore, participants' self-perception of their confidence to integrate ICT into student learning also revealed that the percentage of participants who rated themselves as having no or limited confidence with particular integration examples was of concern. This paper provides a summary of some of the findings of the TPACK capabilities of the student teachers studied in 2009, which reveal important insights to inform the review and design of teacher education programs to more directly address TPACK capabilities. The study suggests that teacher education programs tend to have been designed using Pedagogical Content Knowledge (PCK) (Shulman, 1986, 1987) where students undertake studies in a range of curriculum (content, disciplinary) courses, pedagogy courses, and professional studies (practicum, Internship) courses, and this is now insufficient as TPACK capabilities are needed.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent471977 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherACECen_US
dc.publisher.placeMelbourneen_US
dc.publisher.urihttp://acec2010.info/en_US
dc.publisher.urihttp://acec2010.info/proposal/248/auditing-tpck-capabilities-final-year-teacher-education-students-are-they-ready-21sten_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencenameACEC 2010 Digital Diversity Conferenceen_US
dc.relation.ispartofconferencetitleACEC 2010 Digital Diversity Conference Proceedingsen_US
dc.relation.ispartofdatefrom2010-04-06en_US
dc.relation.ispartofdateto2010-04-09en_US
dc.relation.ispartoflocationMelbourneen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducational Technology and Computingen_US
dc.subject.fieldofresearchcode130306en_US
dc.titleAuditing the TPACK Capabilities of Final Year Teacher Education Students: Are they ready for the 21st century?en_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.rights.copyrightCopyright 2010 Australian Council for Computer Education. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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