Reflections from a teacher education course built on the TPACK framework: Examining the impact of the technology integration planning cycle on teacher candidates' TPACK development and practice

Abstract

The purpose of this exploratory case study was to examine the ways that instruction designed using a TPACK planning model influenced the TPACK development of teacher candidates as measured by their ability to design unit plans with pedagogically-sound technology integration. The authors analyzed course data - unit plans and post-teaching reflections - collected from twenty-three teacher candidates enrolled in a graduate-level literacy and technology course. Evidence suggested that the use of the planning cycle model was an effective tool for supporting teacher candidates' TPACK development. Moreover, findings suggested that there was wide variability in teacher candidates' abilities to apply TPACK knowledge to their instruction. Teacher candidates’ perceptions of the benefits of technology and their confidence using digital tools influenced their instructional decision-making when planning for technology integration. The findings and implications of this study provide guidance for teacher educators as they design courses that prepare candidates to integrate technology in pedagogically-sound ways.