TPACK’s pedagogy and the gradual release of responsibility model coalesce: integrating technology into literacy teacher preparation

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Article exploring how the pedagogical knowledge construct of Technological Pedagogical Content Knowledge (TPACK) and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad.

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39 p.

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Eutsler, Lauren January 19, 2021.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by the UNT College of Education to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 115 times, with 4 in the last month. More information about this article can be viewed below.

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Article exploring how the pedagogical knowledge construct of Technological Pedagogical Content Knowledge (TPACK) and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad.

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39 p.

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Abstract: This study explored how the pedagogical knowledge construct of TPACK and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad. This qualitative study used an interpretivist approach and case study design to closely examine each participant’s (n = 38) experience to use the iPad to plan instruction. Data were triangulated with observation logs, individual surveys, and lesson artifacts. Thematic analysis revealed three themes: Teacher in Control pedagogical approach raised preservice teachers’ concerns about instructional planning; Teacher as Facilitator pedagogical approach led to increased user confidence and exploration; Problem-based Learning pedagogical approach led to in-depth design of comprehensive lessons for individualized student populations. Other teacher educators can adopt this approach when introducing students to technology.

This is a preprint version of the article published by Taylor & Francis in the Journal of Research on Technology in Education on January 19 2021, available online: http://www.tandfonline.com/10.1080/14623943.2019.1586663. The final published version has been peer reviewed, but this version has not.

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  • Journal of Research on Technology in Education, Taylor & Francis, January 19 2021, p. 1-19

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  • Publication Title: Journal of Research on Technology in Education

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  • January 19, 2021

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  • Dec. 6, 2021, 8:07 a.m.

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  • Nov. 10, 2023, 12:21 p.m.

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Eutsler, Lauren. TPACK’s pedagogy and the gradual release of responsibility model coalesce: integrating technology into literacy teacher preparation, article, January 19, 2021; (https://digital.library.unt.edu/ark:/67531/metadc1863624/: accessed February 27, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Education.

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