Kuo, N.-C. (2015). Action research for improving the effectiveness of technology integration in preservice teacher education.  i.e.: inquiry in education, 6(1), article 3. http://digitalcommons.nl.edu/ie/vol6/iss1/3

Abstract:

“This study aims at exploring how the technological pedagogical content knowledge (TPACK) framework can be used to improve the effectiveness of integrating IDEA ’04 and Research for Inclusive Settings (IRIS) modules in preservice teacher education. The purposes of this study are to maximize the potential of TPACK at the college and university level and to improve the quality of technology integration in teacher education. The results indicate that the use of TPACK in teacher education can offer teacher educators a way to enhance technology integration and to help preservice teachers build a more solid foundation of knowledge and practices. With the development of technology integration in higher education (Bates & Poole, 2003; Garrison & Kanuka, 2004; Jonassen, Mayes, & McAleese, 1993), identifying a valid and effective way to examine the impact of technology integration in preservice teacher education is important and urgent. The TPACK framework extended from Shulman’s (1987) idea of pedagogical content knowledge has been proven as one of the most important approaches for effective technology integration in the classroom. However, there is limited existing research in preservice teacher education addressing how TPACK can be used to enhance the quality of technology integration, such as the IRIS modules. Grounded in action research, the present study aims at exploring how TPACK can be used to examine the impact of integrating IRIS modules in preservice teacher education.”