Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/618
Title: Design of a Virtual Internship to Develop Technological Pedagogical Content Knowledge
Authors: Oner, Diler
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Oner, D. (2018). Design of a Virtual Internship to Develop Technological Pedagogical Content Knowledge. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: The purpose of this study is to design a new virtual internship (an epistemic game) for preservice teachers to develop their technological pedagogical content knowledge (TPACK). Virtual internships are learning environments in which participants can develop complex knowledge that make up the epistemic frame of a profession. The virtual internship designed for preservice teachers considers the components of TPACK as epistemic frame elements. As a subsequent step, this study also aims to evaluate preservice teachers’ TPACK development using Epistemic Network Analysis (ENA). Adapted from social network analysis, ENA is an innovative data analysis method that affords investigation of dynamic interaction among frame elements. In this study, the “dynamic interplay” among TPACK components will be analyzed using ENA. Thus, this study proposes two novel approaches to the challenge of supporting and evaluating preservice teachers’ TPACK development, which is considered essential to teach effectively with technology.
URI: https://doi.dx.org/10.22318/cscl2018.1353
https://repository.isls.org//handle/1/618
Appears in Collections:ICLS 2018

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