Arya, P., Christ, T., & Wu, W. (2020). Patterns of technological pedagogical and content knowledge in preservice-teachers’ literacy lesson planning. Journal of Education and Learning, 9(5).  https://doi.org/10.5539/jel.v9n5p1

Abstract:

 “This  study  explored  the  patterns  of  Technological  Pedagogical  and  Content  Knowledge  (TPACK)  in  45  preservice  teachers’  literacy  lesson  plans  that  integrated  digital  texts  or  tools.  A  priori  coding  and  content  analysis  were  used  to  identify  preservice  teachers’  demonstrations  of  combinations  of  TPACK  constructs.  Findings  indicated  that  preservice  teachers  demonstrated  TPACK  (41%)  and  combined  Technological  Content  Knowledge  and  Pedagogical  Content  Knowledge  most  frequently  (42%),  Pedagogical  Content  Knowledge  less  frequently  (13%),  and  other  patterns  rarely,  combined  Technological  Content  Knowledge  and  Technological  Pedagogical Knowledge (1%), Technological Content Knowledge (1%), Technological Pedagogical Knowledge (0%)  and  combined  Pedagogical  Content  Knowledge  and  Technological  Pedagogical  Knowledge  (0%).  This  study cohered with previous research that found just under half of teachers demonstrated TPACK. However, it differed from previous studies that did not show patterns of Pedagogical Content Knowledge but Technological Pedagogical   Knowledge,   as   our   data   showed   Pedagogical   Content   Knowledge   but   not   Technological   Pedagogical  Knowledge.  Finally,  it  extended  previous  research  by  identifying  patterns  of  literacy  preservice  teachers’ demonstrations of TPACK in their elementary literacy lesson plans. It also demonstrated new ways of combining  TPACK  constructs  (i.e.,  Technological  Content  Knowledge  and  Pedagogical  Content  Knowledge,  Technological  Content  Knowledge  and  Technological  Pedagogical  Knowledge,  and  Pedagogical  Content  Knowledge  and  Technological  Pedagogical  Knowledge),  which  when  used  to  code  the  data  resulted  in  a  more  comprehensive definition of TPACK. Only 2% of the lesson plans did not demonstrate any of the combinations.”