The purpose of this exploratory single-case study is to investigate the affordances of iPad transpired within a technological pedagogical and content knowledge (TPACK) framework by four early childhood educators with varying Technological Knowledge (TK) at a low-income preschool. Pre/post and follow-up survey, group and follow-up interviews, classroom observations and document of iPad workshop data were analyzed using coding methods in two cycles. The exploration in how teachers discovered the iPad affordances indicated parallel progression in TK and change in their value system. The exploration in the progression of TK and change in their value system suggest a relationship between progression of TK towards TPACK and of affective-valuing (AV) towards affective-characterization (AC).
Park, Elizabeth K. 7354859 and Hargis, Jace
"New Perspective on TPACK Framework in the Context of Early Childhood Education: The “A” Stands for Affective,"
International Journal for the Scholarship of Teaching and Learning:
2, Article 17.
Available at: https://doi.org/10.20429/ijsotl.2018.120217
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.