An Investigation of Change in Mathematics, Science, and Literacy Education Pre-service Teachers’ TPACK

This quasi-experimental research study aimed to investigate the effect of technological, pedagogical, and content knowledge (TPACK)-based course design on mathematics, science, and literacy education pre-service teachers’ TPACK. Participants in the study consisted of 31 mathematics, 32 science, and 38 literacy education pre-service teachers who attended introduction to computers. To collect data, the technological pedagogical content knowledge...