Determining the Impact of an Integrated Triadic Model on TPACK Development in Preservice Teachers

Abstract

This study applied an Integrated Triadic Model (ITM) to a social studies methods course and measured the extent that preservice teachers’ TPACK changed. The study also gathered beliefs about the effectiveness of course activities for developing TPACK. Data collected and analyzed from self-assessment surveys and reflective writings indicated an increase in understanding of the relationships between technologies, instructional strategies, and social studies content. Performance-based data did not support similar growth because of contextual limitations. The application of the ITM created and enhanced course activities that contributed to the development of preservice teachers’ TPACK. The ITM represents a new model for teacher education programs to evaluate and redesign learning experiences that prepare teachers to effectively and appropriately integrate technology.