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Technological Pedagogical Content Knowledge in Teacher Preparation: Impact of Coaching Professional Development and Mobile Devices

This presentation explores the process of change for a teacher preparation program as it attempted to teach pre-service teachers how to integrate new technologies into instruction in elementary schools. The aim was to impact the instruction of preservice and inservice teachers in a way that would reach their current students. To become fully literate in today's world students must become proficient in new literacies and 21 st century skills (IRA, May 2009). Elementary teachers in the 21 st century need to have a deep understanding of new technologies and how they can be integrated into learning, however, the fast pace of technological innovation and social change makes it hard for educators to stay abreast of new developments and to integrate them into effective classroom instruction. At the same pre-service teachers sometimes lack the pedagogical knowledge required to integrate technology effectively into the existing curriculum. This project attempted to create a long-term partnership between teacher education programs, universities and school districts to create a generation of teachers who will be effective and confident using new technologies to prepare their students to participate and lead in the global society. Teacher education prepares preservice teachers with knowledge in subject matter and pedagogy. Knowledge of subject matter content includes facts, concepts, theories and procedures teachers will need to know in order to convey learning to their students. Pedagogy knowledge consists of a variety of methods to explain concepts, with frameworks to organize and connect ideas to help students apply new learning to their existing knowledge. Shulman (1987) suggested that teachers must also know how students generally understand their subjects, and areas that they consistently misunderstand. They, then, can anticipate these misunderstandings and know how to deal with them when they arise. This concept he called Pedagogical Content Knowledge. Teachers who possess Pedagogical Content Knowledge know the most useful forms of representation for the concepts they teach; the most powerful analogies to help students connect with classroom content. As technology becomes ubiquitous and integrated into teaching and learning, Koehler and Mishra (2009) argue that the most effective teaching takes place at the continuously changing intersection of three areas of teacher knowledge: content, pedagogy, and technology. They add Technological Knowledge as a third important component in planning effective learning experiences. Koehler et al. (2011) defined Technological Knowledge as knowing about print and digital technologies including how to operate, install, remove, create, and archive information. They called …