Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences

Abstract

Teachers’ understanding of Technological Pedagogical Content Knowledge is critical in accomplishing successful technology integration in teaching. This study investigated how inservice teachers’ beliefs about teaching and technology changed as a result of a set of educational technology summer courses, conducted both face-to-face and online. A single-group pretestposttest design was used to examine how in-service teachers’ understanding of the relationships between technology, content, and pedagogy changed over the semester. Twenty-three graduate students completed both the pre-test survey and post-test survey on teachers’ knowledge of teaching and technology. The results of dependent t-tests on each of the twelve sub-scales suggested that students gained deeper and more complex understanding of technological pedagogical content knowledge.