A virtual internship for developing technological pedagogical content knowledge

Keywords: TPACK, Virtual internships, Epistemic network analysis


This study examines the use of a virtual internship (an epistemic game) for developing preservice teachers’ technological pedagogical content knowledge (TPACK). TPACK aims to capture the essential qualities of teacher knowledge that are needed for integrating technology into teaching. Virtual internships are computer-based professional practicum simulation games where participants assume the role of a professional, work collaboratively on authentic tasks, and engage in complex professional thinking. The online collaborative chat records of 33 preservice teachers who played the game over the course of 8 weeks were analysed using epistemic network analysis (ENA), which made it possible to examine the dynamic connections between various TPACK domains over time. The analysis showed that participants’ TPACK representations gradually became more complex in terms of the number of pedagogical considerations and the strength of connections between pedagogical considerations, technology, and content. Suggestions are made for designing learning environments that aim to develop preservice teachers’ TPACK.


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Author Biography

Diler Oner, Bogazici University
Diler Öner is the director of the Center for Educational Technology Research and Implementation and an associate professor at the Department of Computer Education and Educational Technology at Bogazici University in Istanbul. She received her MSc and PhD from the University of Wisconsin-Madison, Department of Curriculum and Instruction. Her research focuses on designing, developing and implementing computer-based tools to support higher level thinking skills (both for students and teachers).
How to Cite
Oner, D. (2020). A virtual internship for developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 36(2), 27-42. https://doi.org/10.14742/ajet.5192