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Course‐level modeling of preservice teacher learning of technology integration
Author(s) -
Jung Jiyoon,
OttenbreitLeftwich Anne
Publication year - 2020
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12840
Subject(s) - technology integration , course (navigation) , mathematics education , construct (python library) , educational technology , computer science , teacher education , sample (material) , process (computing) , psychology , engineering , chemistry , chromatography , programming language , aerospace engineering , operating system
We introduce an analytic approach to examine preservice teachers' technology integration learning as a process mapped against their technology‐related course experience in a technology integration course. The approach assumes that (1) the preservice teachers have common course learning experience; (2) their data are collected pre‐ and post‐course and paired; (3) the sample size is large enough to generate a structural covariance model; (4) the measurement is contextualized to the course characteristics around the types of technology tasks/tools used in the course and whether or not they were explicitly taught. The approach was applied to 368 preservice teachers' paired data to illustrate how the approach addresses the methodological issue of construct validity in TPACK measures, highlights the importance of technology integration course experience, and provides useful insights into a particular technology integration learning to its stakeholders.