Smits, A., Voogt, J., & van Velze, L. (2019). The development of technology integration in a graduate course for practicing teachers. In M. L. Niess, H. Gillow-Wiles, & C. Angeli (Eds.), Handbook of research on TPACK in the digital age (pp. 92–112). https://doi.org/10.4018/978-1-5225-7001-1.ch005

Abstract:

“This chapter describes the design and outcomes of a graduate course for practicing teachers that aims to develop the quality of technology integration in their educational contexts. The course is rooted in a set of concepts and theories and in three pedagogical principles for enhancing teachers’ technology integration. The outcomes of the course were measured by using a mixed methods design. After the course, all students showed satisfactory TPACK scores and most students (83%) produced lessons that showed a good quality of technology integration, and 75% of the lessons showed a rich array of technological affordances. Neither the quality of the technology integration as shown in their lesson design and enactment nor the number of different technological affordances students showed in their (enacted) lesson design were related to students’ TPACK scores after the course. This unexpected finding is discussed. Students reported a development from unconscious technology integration to conscious technology integration.”