A New TPACK Training Model for Tackling the Ongoing Challenges of COVID-19

Ping-Han Cheng,José Molina,Hsiang-Hu Liu,Chun-Yen Chang,Mei-Chun Lin

doi:10.3390/asi5020032

Abstract

This study investigated the effects of integrating the “CloudClassRoom” (CCR) and the DEmo-CO-design/teach-feedback-DEbriefing (DECODE) model to improve pre-service teachers’ online technological pedagogical and content knowledge (TPACK). The DECODE model includes four stages: Teacher’s DEmonstrations, Students CO-train in using CloudClassRoom, Students CO-design a CloudClassRoom-integrated course, Students CO-teach, and finally DE-brief what they have learned through the stages mentioned above. This model integrates teacher-student experiences, teaching-learning processes, and technology-embedded systems to promote collaborative and active learning, information and resources sharing, and creative communication. A self-evaluating questionnaire with open-ended questions evaluated participants’ technological pedagogical and content knowledge outcomes. CloudClassRoom significantly increases technology-related knowledge considering the current social distancing measures provoked by COVID-19. The findings show that DECODE with CloudClassRoom provides an integrated process for improving pre-service teachers’ technological pedagogical and content knowledge, assisting pre-service teachers in designing educational technology-integrated courses.

Highlights

In the current context of the COVID-19 crisis, the continuity of the learning processes is a crucial factor in containing the negative effects of social distancing measures
This study showed that the DECODE model should be effective, considerably affecting participants’ TK, technological content knowledge (TCK), and technological pedagogical knowledge (TPK)
This study shows that a training process such as DECODE provides a practical opportunity to design educational technology-integrated courses by developing activities to improve and self-evaluate Technological Pedagogical Content Knowledge (TPACK) [29,79]

Summary

Introduction

In the current context of the COVID-19 crisis, the continuity of the learning processes is a crucial factor in containing the negative effects of social distancing measures. The technological incorporation has been one of the most important resources for developing university education resilience, keeping quality standards, and sustainability of learning processes in and post the COVID-19 crisis [1]. The online classroom systems have supported different strategies to recognize the stakeholders’ situations, promote the teammates’ support, and the university commitment [2]. Various reports express that the current educational contexts originated from social distancing measures, require responses at the public policies level, and research focused on classroom experiences [3]. To develop the learning process, this set of conditions entails a systemic response, conscious of the web-based sustainability and online classroom systems [4].

Methods

Discussion

Conclusion