Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge

Evidence from the present study indicates that the evolved model was effective in developing some aspects of ICT-related PCK, and more systematic efforts are needed to engage preservice elementary teachers in technology-rich design activities, so that they can adequately develop all aspects ofICT- related PCK.

Abstract

Abstract This study discusses the evolution of an instructional systems design (ISD) model that is based on an expanded view of Shulman's concept of pedagogical content knowledge (PCK). An initial model was evaluated in the first iteration of a design experiment, and then it was changed and assessed in two other iterations that followed. The proposed ISD model can be used in educational technology courses, elementary teacher education method courses, and teacher professional development courses to develop information and communication technology (ICT)‐related PCK. ICT‐related PCK comprises a body of knowledge that educators need to be able to teach with ICT. Evidence from the present study, with preservice elementary teachers, indicates that the evolved model was effective in developing some aspects of ICT‐related PCK. Based on the results of the study, more systematic efforts are needed to engage preservice teachers in technology‐rich design activities, so that they can adequately develop all aspects of ICT‐related PCK. Finally, this study provides baseline data that can be used for comparison purposes in future studies that may be conducted to further validate or modify the suggested ISD model.