Summary of Journal 5

TPACK in practice: A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teachers of English

Authors:

Gocke Kurt, Ayse Akyel, Zeynep Kocoglu, Punya Mishra

2014

The issue of what teachers need to know about technology for effective teaching has been the centre of intense debate in the recent past. Technological Pedagogical Content Knowledge (TPACK) has been proposed as a conceptual framework to describe the knowledge base teachers need for effective technology integration. This study aimed to investigate whether and/or how Turkish pre-service teachers of English reflected their TPACK, as developed in a design study integrating coursework and field experiences, on their lesson plans and implementation.

There are 22 participants of pre-service teacher who are chosen by random sampling to represent the sample. Analysis of the data coming from the lesson plans and classroom observations of three cases are analysed using Technology Integration Observation Intruments. The findings revealed that both during the planning and implementation processes, PTs considered the relationship among content, pedagogy and technology and worked hard to improve the quality of their lessons by integrating technology effectively.

            In conlusion, this  study suggests for  teacher education  programs  that  the courses  offered  to  pre-service teacher for technology integration should combine coursework with fieldwork. Pre-service teacher should  be  given  the  opportunity  to  apply  the  theoretical  knowledge  they  gain  in  the coursework to their practicum practice.