Howrey, S. Preparing pre-service teachers for TPCK in the reading content area: Insights from an action research study. Literacy Practice & Research, 13–21. 

Abstract:

“This mixed methods action research study had the researcher examining pre-service teachers’ attitudes and dispositions toward technology pedagogical and content knowledge (TPCK) as they developed lesson plans for teaching early readers. Qualitative analysis of the lesson plans and technology therein, a panel interview and a project/presentation were augmented by quantitative data gathered from a survey and checklist. Results revealed ways in which the pre-service teachers used Internet technology, the sources from whom or which they learned about the technology, the criteria they used when choosing technology, and their perceptions of how technology training for early reading instruction could be improved. Themes were noted within and across the data sets with implications for teacher educators as they design teacher technology learning experiences in the literacy content areas.”