TPACK’s pedagogy and the gradual release of responsibility model coalesce: integrating technology into literacy teacher preparation

This study explored how the pedagogical knowledge construct of TPACK and a scaffolded use gradual release responsibility framework helped preservice teachers design literacy instruction with iPad. qualitative used an interpretivist approach case to closely examine each participant’s (n = 38) experience iPad plan instruction. Data were triangulated observation logs, individual surveys, lesson artifacts. Thematic analysis revealed three themes: Teacher in Control raised teachers’ concerns about instructional planning; as Facilitator led increased user confidence exploration; Problem-based Learning in-depth comprehensive lessons for individualized student populations. Other teacher educators can adopt this when introducing students technology.