Abstract
This paper reports some preliminary findings of a formative evaluation on the impact of a new curriculum on pre-service teachers' technical, pedagogical and content knowledge (TPACK). It discusses the design principles employed and its implementation process. A survey adapted from Schmidt et al. (2009) was administered at the beginning and completion of the course. The post-course survey showed increase in pre-service teachers? self-reported ratings in technology, pedagogy and content knowledge. Implications are discussed.
Keywords
Teacher education, course evaluation, curriculum design, educational technology, pedagogy, technology training, technological pedagogical content knowledge (TPACK).