Aligning with Practice: Examining the Effects of a Practice-Based Educational Technology Course on Preservice Teachers’ Potential to Teach with Technology

This study was conducted to examine the design of a face-to-face undergraduate educational technology course for preservice teachers. The design of the course used Grossman et al.’s ( 2009 ) pedagogies of practice to emphasize the blended teaching practices of teachers in the university’s nine placement districts and designing instruction for technology-rich and blended environments. Using Schmidt et al.’s ( 2009 ) technological pedagogical content knowledge (TPACK) survey, Harris et al.’s ( 2010 ) Technology Integration Assessment Rubric, lesson plan reflections, and course reflections, this study investigates using the pedagogies of practice to design a course that prepares preservice teachers to teach with technology in technology-rich and blended environments. Results indicate statistically significant growth in preservice teachers’ teaching and technology self-perceptions, technological pedagogical knowledge, and overall TPACK application after the completion of the course. Suggestions for research and practice are provided.