E-Books to support preservice science teacher development

Abstract

This study used mixed methods to understand the role of e-books in developing preservice science teachers’ digital literacy (DL) and technological, pedagogical, and content knowledge (TPACK). Undergraduates created e-books to review science content and to prepare for Praxis. A pre- and post-survey was used to understand the role of e-books in developing DL and TPACK. A focus group was conducted to understand participant experience and to develop a preliminary coding scheme for preservice teacher e-books and reflections. Results from this study highlight the need for educational technology to become an intentional part of teacher preparation programs.