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A METHODOLOGICAL FRAMEWORK FOR INVESTIGATING TPACK INTEGRATION IN EDUCATIONAL ACTIVITIES USING ICT BY PROSPECTIVE EARLY CHILDHOOD TEACHERS


Abstract


This paper proposes a methodological framework for the study of how the Technological Pedagogical Content Knowledge (TPACK) model is integrated into educational activity design and implementation. The proposed framework was elaborated and applied in the context of a course in which student teachers from an early childhood education undergraduate program integrate TPACK into activity design and implementation using information and communications technologies (ICT). The specific methodological framework was designed to take into account the building blocks of TPACK for each part of the course (teaching, designing, and implementing) and to investigate and recombine these using appropriate methods and tools, such as thematic analysis for qualitative data processing and multidimensional data analysis. Findings show that after applying our initial methodological framework, several elements, for example the particular features and specificities of each subject matter in preschool education, needed to be revisited.


Keywords

ICT; TPACK; Teacher training; Early childhood education; Educational activities; Educational Technology; Technology Enhanced Learning (TEL).

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DOI: http://dx.doi.org/10.17471/2499-4324/976

References


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Copyright (c) 2018 Aggeliki Tzavara, Vassilis Komis, Thierry Karsenti

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Italian Journal of Educational Technology (IJET) | ISSN (print) 2532-4632 | ISSN (online) 2532-7720