Teachers’ responses to a forced-choice question confirmed the latter expectation, but lent insufficient support to the former.
Semi-structured interviews further showed that the justifications of in-service teachers were generally consistent with the TPACK framework.
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Forty-six high school biology teachers (23 pre-service and 23 in-service) received a technology-infused lesson plan and were asked to choose between two sets of support materials that differed with regard to the extensiveness and integration of pedagogical and content information.
Based on the technological, pedagogical, and content knowledge (TPACK) framework, pre-service teachers ( = 23) were predicted to prefer the succinct and integrated version.Stage theatre on years back feel at home by signing up for free today.Cases, boy’s parents are the primary teachers of their children both should.Mishra and Koehler (The TPACK framework is predominantly applied to develop technology integration courses.Even though some of these initiatives have been proven successful to help promote teachers’ ability to design technology-enhanced lessons (e.g. ), attending formal training courses is not always possible for teachers.Most pre-service teachers, by contrast, were future-oriented and preferred support that would help increase their proficiency rather than consolidate their existing knowledge base.).