The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

James E. Jang and Jing Lei
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James E. Jang: Syracuse University, Syracuse, NY, USA
Jing Lei: Syracuse University, Syracuse, NY, USA

International Journal of Digital Literacy and Digital Competence (IJDLDC), 2015, vol. 6, issue 4, 13-29

Abstract: Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

Date: 2015
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jdldc0:v:6:y:2015:i:4:p:13-29

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