Abstract
Ever since the inception of horn books and one-room schoolhouses, curriculum 'silos' have proliferated the field of education. Once information and communicative technology (ICT) arrived at the schoolhouse doors, the need for compartmentalization concluded. Integration and collaboration have now become the essential means and methodologies in the education profession. Moving from the isolation of specific curricular pedagogical content knowledge to the unification of learning with technology as a principal means for consolidating the complexities of teaching and learning has precipitated the introduction and incorporation of the Technological Pedagogical Content Knowledge (TPACK) model. This paper illustrates how the scaffolding of the TPACK framework was used to prepare early childhood, elementary, middle, and senior high school pre-service teacher candidates for their future profession. The growth process began with the incorporation of basic technology skills and continues to evolve as students' proficiencies progress, academic needs change, and technologies persistently transform. The step-by-step growth process of each phase of the TPACK integration is shared to provide a practical account of the process of incorporating the TPACK framework within an existing education program. This article documents how TPACK-building was incorporated and executed. Experiences of assimilative success along with challenges and suggestions for future progression are elucidated.
Recommended Citation
Burr, Stacy; Fernandez, Susan; Kaufmann, Laura; Beck, Judy; and Toole, Cece
(2014)
"Integration and Innovation: Our Journey to the Meshing of Technology, Pedagogy, and Content Knowledge for Teacher Education,"
Teacher Education Journal of South Carolina: Vol. 7:
No.
1, Article 3.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol7/iss1/3