Thomas, A., & Trainin, G. (2019). Creating laboratories of practice for developing preservice                    elementary teachers’ TPACK: A programmatic approach. In M. L. Niess, H. Gillow-Wiles,                 & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 155–172). https://doi.org/10.4018/978-1-5225-7001-1.ch008

Abstract:

“This case study outlines the components and outcomes of a program-wide approach to transforming elementary pre-service teachers’ technological pedagogical content knowledge (TPACK). The approach emphasized the creation of laboratories of practice in which pre-service teachers learned about and enacted technology for teaching and learning. Pre-service teachers developed TPACK through carefully designed and scaffolded learning experiences in technology and content methods coursework, internship experiences, and student teaching. The case offers descriptions and outcomes within a mathematics methods course and across eleven cohorts of student teachers. TPACK survey results at the beginning and end of one course of the program, and measures of TPACK-efficacy and frequency of technology integration at the end of the program indicate that the programmatic approach led to TPACK growth among pre-service teachers.”