Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK) Chrystalla Mouza * , Rachel Karchmer-Klein, Ratna Nandakumar, Sule Yilmaz Ozden, Likun Hu School of Education, University of Delaware, 219 D Willard Hall, Newark, DE 19702, USA article info Article history: Received 1 April 2013 Received in revised form 20 September 2013 Accepted 23 September 2013 Keywords: Elementary education Improving classroom teaching Pedagogical issues Teaching/learning strategies abstract The purpose of this study is to describe an integrated pedagogical approach, aimed at advancing pre- service teachers’ learning on the use of technology and investigate its impact on participants’ knowledge (i.e., TPACK) and practice. The integrated approach juxtaposes an educational technology course with methods courses and field experience through careful instructional design. Both quantitative and qualitative data were collected. Quantitative data were collected through a pre-post administration of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology. Qualitative data were collected through open-ended survey responses and preservice teacher case narratives reporting on the design and implementation of technology-integrated lessons in a field placement. Finding revealed that par- ticipants experienced significant gains in all TPACK constructs. Further, findings indicated that partici- pants applied their knowledge in practice though there was variability in the ways in which knowledge domains were represented in participants’ narratives. Findings have implications for teacher education programs and for researchers interested in the development and assessment of preservice teacher knowledge of teaching with technology. Ó 2013 Elsevier Ltd. All rights reserved. 1. Introduction Common Core Standards, now adopted by 45 states across the U.S., place increased attention to the use of new technologies as a way to acquire knowledge and skills in core subject matter areas (Common Core State Standards Initiative, 2010). The standards are not only designed to promote benchmarks of student achievement in literacy and mathematics, but they are also intended to reflect the knowledge and skills students need to succeed in college, the workplace, and life in a technological society (Common Core State Standards Initiative, 2010). This shift makes it necessary for new teachers to enter the classroom with the knowledge and skills required to design and implement rigorous standards-based lessons that emphasize strategic use of technology in support of curricular goals (Lawless & Pellegrino, 2007). Existing research indicates that a critical factor influencing new teachers’ adoption of technology is the quantity and quality of tech- nology experiences included in their teacher education program (Agyei & Voogt, 2011; Tondeur et al., 2012). Although this generation of preservice teachers is more technologically savvy and actively engaged with digital media, knowledge and skills alone are not sufficient conditions for curricular use of technology in support of rigorous standards (Lei, 2009; Margaryan, Littlejohn, & Vojt, 2011). Niess (2008), in particular, argues that since this generation of future teachers has not traditionally experienced their own content learning with digital technologies, they need specialized instruction on how to teach their core content with technology while simultaneously guiding students in learning about new forms of technology. Recent calls have indicated that to prepare prospective teachers for effective use of technology, teacher education programs must help them build knowledge of content, good pedagogical practices, and technical skills as well as an understanding of how these constructs interactively relate to one another (Koehler & Mishra, 2008). In fact, the interactions among content, pedagogy and technology form the core * Corresponding author. Tel.: þ1 302 831 3108. E-mail addresses: cmouza@udel.edu (C. Mouza), karchmer@udel.edu (R. Karchmer-Klein), nandakum@udel.edu (R. Nandakumar), shule@udel.edu (S. Yilmaz Ozden), lhun@udel.edu (L. Hu). Contents lists available at ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu 0360-1315/$ – see front matter Ó 2013 Elsevier Ltd. All rights reserved. http://dx.doi.org/10.1016/j.compedu.2013.09.020 Computers & Education 71 (2014) 206–221