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Technology Integration in Science Content and Pedagogy Courses With Preservice Teachers

Listen and learn

Listen and learn : Research paper
Roundtable presentation

Thursday, December 3, 12:30–1:15 pm PST (Pacific Standard Time)
Presentation 1 of 3
Other presentations:
Inside the Black Box: Understanding Communicative Exchanges in Online Learning Environments
Is UDL a Practical Tool for Improving Undergraduate Online Courses?

Dr. Diana Fenton  
Terry Johnson  

We'll share the approach taken by one teacher education program to integrate technology in science content and pedagogy courses over a three-year period. Our hope is that this model will help other institutions develop similar experiences to prepare future teachers.

Audience: Teacher education/higher ed faculty, Technology coordinators/facilitators
Attendee devices: Devices not needed
Topic: Teacher education
Grade level: Community college/university
Subject area: Higher education, Preservice teacher education
ISTE Standards: For Educators:
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
  • Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
Additional detail: Session recorded for video-on-demand

Proposal summary


This work builds on research examining the role of beliefs in teachers’ pedagogical uses of technology and the most appropriate ways to prepare pre-service teachers to teach with digital tools.

Elementary teachers’ confidence and ability to integrate technology in classroom settings is a concern. As new digital tools are introduced into classrooms, research suggests that the level of technology integration differs among teachers. A number of factors impact teacher use of technology. Ottenbreit-Leftwich, Glazewski, Newby, and Ertmer (2010) have identified a number of factors that impact teachers’ pedagogical uses of technology, including time, resources, and teacher ability. In their work they also found that the most important variable shaping teachers’ use of digital tools are their beliefs about how technology can help them do their jobs and support student learning.

Preparing future teachers who can integrate technology in PK-12 instruction is valued (Pierson & Thompson, 2005; Shapely, Benner, Pieper, Way, 2003; Tonduer, van Braak, Sang, Voogt, Fisser & Ottenbreit-Leftwich, 2012). Existing literature suggests that technology-infused courses are usually more effective than standalone technology courses in teacher preparation programs (Niess, 2005; Wetzel, Buss, Foulger, & Lindsey, 2014). Recommendations for technology infused methods courses include providing future teachers with opportunities to teach in P-12 learners in authentic contexts athentic situations (Lux, 2013; Wetzel, Buss, Foulger, & Lindsey, 2014).


To determine the impact of changing the courses from discipline specific science courses to multidisciplinary content course with a technology embedded field experience.

The TPACK survey consists of Likert-scaled statements about technology knowledge (TK), content knowledge (CK), pedagogical knowledge (PK) pedagogical content knowledge (PCK) , technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogy and content knowledge (TPACK). Response categories were “strongly agree,” “agree,” “uncertain,” disagree,” and “strongly disagree. In addition, open-ended questions on confidence and ability to teach with technology and examples of evidence of effective technology integration with content were included.

Descriptive statistics were calculated to obtain the mean scores by years for the TK, CK, PK, PCK, TCK, TPK, and TPACK. For CK, TCK.

Open-ended questions were coded for similarities for comparison with the quantitative data.


Analysis shows a significant difference in all areas of the TPACK from students who took discipline specific courses compared to the newly designed multidisciplinary course, except the pedagogical knowledge. Overall confidence in the ability to combine content and technology in teaching a classroom lesson was higher with the new course, however students were not able to effectively describe specific episodes that indicate a high level inquiry based teaching, but did describe overall knowledge of technological pedagogical knowledge.


Preparing new teachers to integrate technology in effective ways is essential in teacher preparation programs. Examining ways teacher education programs embed technology, pedagogy and content in their courses is of great interest because no one model has been developed. Our paper will showcase our approach to preparing teacher candidates to teach with technology. Our hope that this model will help other institutions develop similar experience to prepare future teachers.


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Dr. Diana Fenton, College of St. Benedict/St. John's Univ.

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