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The Effect Of Instructional Methodology On Pre-Service Educators' Level Of Technological Pedagogical Content Knowledge, Shannon Haley-Mize
The Effect Of Instructional Methodology On Pre-Service Educators' Level Of Technological Pedagogical Content Knowledge, Shannon Haley-Mize
Dissertations
Technological Pedagogical Content Knowledge (TPACK) is presented by Mishra and Koehler (2006) as a form of complex, situated knowledge that is a prerequisite to seamless and successful technology integration into educational spaces. This form of knowledge is believed necessary for technology use to transform classrooms into vibrant, collaborative spaces that build 21st century skills – a transformation that has been elusive in K-16 spaces. Preservice education programs are poised to develop this type of knowledge in future teachers to contribute to the development of educators that can act as change agents. This study used a quasi-experimental, pre/post-test design to …