Examining the effects of integrating technological pedagogical content knowledge into preschool teachers' professional development regarding science teaching: Using digital game-based learning as an example

Chung Yuan Hsu*, Yi Ching Su, Jyh Chong Liang

*Corresponding author for this work

Research output: Contribution to conferencePaperpeer-review

1 Citation (Scopus)

Abstract

A common question emerges while applying the Technological Pedagogical Content Knowledge framework for teachers' preparation to integrate ICT into classroom teaching and learning: which type of knowledge (e.g., TK, CK, or PK) should be instructed first during the course? This study examined the effects of the technology- and pedagogy-oriented course design on improving the in-service preschool teachers' Technological Pedagogical Content Knowledge-Games (TPACK-G) as well as their acceptance of digital game-based learning. The participants were 49 in-service preschool teachers. They were assigned into a technology- and a pedagogy-oriented group. The results show that when integrating the TPACK-G framework into the preschool context, instructing game knowledge before pedagogy knowledge tended to raise the in-service teachers' competencies of game knowledge and game-pedagogical-content knowledge.

Original languageEnglish
Pages286-290
Number of pages5
Publication statusPublished - 2013
Externally publishedYes
Event21st International Conference on Computers in Education, ICCE 2013 - Bali, Indonesia
Duration: 2013 Nov 182013 Nov 22

Other

Other21st International Conference on Computers in Education, ICCE 2013
Country/TerritoryIndonesia
CityBali
Period2013/11/182013/11/22

Keywords

  • Game-based learning
  • Games
  • Preschool
  • TPACK

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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