The teacher candidates noted that they also benefited from seeing how such a learning environment could be structured so that student learners are allowed control over their learning (technological
content knowledge), the use of acronyms to guide procedural
knowledge development (technological
pedagogical knowledge), and the level of
technical skills required to teach with technology (technological
knowledge)-- all of which increased their own teacher
knowledge about teaching with technology (Figg & Burson, 2009).