How to Improve Mathematics Tutors' Technology, Pedagogical, and Content Knowledge

Technological pedagogical and content knowledge (TPACK) is a pedagogical tool that can provide teachers and preservice teachers opportunities to receive enhanced lesson input, engage in classroom interactions, and improve learning outcomes. This study aims at examining the factors related to the TPACK skills of preservice social studies teachers. Participants consisted of 368 preservice teachers studying at the social studies teacher education department of a university located in the Central Black Sea Region of Turkey. Participants completed the TPACK scale and personal information form. The data were analyzed using descriptive statistics, one-way multivariate analysis of variance, and one-way analysis of variance. The results of the study reveal that gender is associated with the preservice teachers’ technological knowledge, content knowledge, and pedagogical knowledge; education year is associated with technological knowledge and technological pedagogical knowledge; high school type is correlated with technological knowledge, technological pedagogical knowledge, technological content knowledge, and technological pedagogical and content knowledge; home computer ownership is associated with technological knowledge; and average weekly time spent using a computer is associated with technological knowledge and technological pedagogical and content knowledge. Finally, technical computer skills are correlated with technological knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical and content knowledge. The current study may contribute to determining culturally specific and cross-cultural correlates of TPACK skills among preservice teachers.

This study validated measures for elementary preservice teachers’ technological, pedagogical, and content knowledge (TPACK) for elementary mathematics and evaluated the extent to which technology knowledge, pedagogy knowledge, and content knowledge were related to the formation of TPACK. The study was guided by the TPACK framework and adopted a widely used survey instrument. Participants were elementary preservice teachers at the end of a mathematics method class at a midwestern US teacher preparation program. The study used confirmatory factor analysis and structural equation modeling to analyze measurement and predictive models. The confirmatory factor analysis validated a four-factor correlated measure of technological knowledge, pedagogical knowledge, content knowledge, and TPACK. The structural equation model indicated technological knowledge and pedagogical knowledge significantly predicted TPACK in elementary mathematics, but content knowledge did not. Preservice elementary school teachers indicated that their technological expertise was lower than their pedagogical knowledge, content knowledge, and TPACK. The results underscore the importance of strengthening TPACK in elementary teacher preparation programs with a focus on mathematics, enhancing the proficiency of preservice teachers in utilizing technology for effective mathematics teaching. This is particularly critical due to rapid technological change and shifts in students' needs and competencies.

The primary goal of this study was to determine the trainings in the teachers’ learning and development for differentiated instruction to enhance the instructional strategies of the elementary school teachers in North Butuan District of the Division of Butuan City, Agusan del Norte. The participating teachers completed the TPACK survey which consisted of the demographic profile of teachers and the TPACK components namely: Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Technology Pedagogy and Content Knowledge (TPACK) and Differentiated Instruction survey instrument about mathematics. In addition, both surveys were analyzed based on how the teachers performed in TPACK and differentiated instruction and percentage of the capacity of teachers based on the two different methods of teaching. Among the four components of TPACK, the technological knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge, pedagogical knowledge had the highest mean. The level of differentiated instruction of the participants in terms of lesson design and implementation revealed that learning activities are varied got the highest mean. In addition, the differentiated instruction in terms of lesson design and implementation, content, procedures, communication and learning were found to have the highest mean. Teachers teaching elementary mathematics may be requested to attend webinars on TPACK or related seminars/webinars to enhance their knowledge in dealing with the content in mathematics specifically word problems and their concerns on differentiated instruction.

The technological, pedagogical and content knowledge (TPACK) framework was developed incorporating content, pedagogical and technological knowledge. Studies used TPACK constructs and reported on teachers’ TPACK and student learning, but none explored the correlation between teachers’ TPACK and the achievement of their learners. This research followed an exploratory correlational research design involving 1423 Grade 11 learners and their 42 Physics teachers in a South African district after electricity was taught. A self-report questionnaire may not truly measure teachers’ TPACK, therefore, learners’ perceptions of their teachers’ use of technology were explored. The correlation between the Physics teachers’ TPACK and the achievement of their learners in electricity was established. Four validated research instruments were used, namely, the Learner Electricity Achievement Test (LEAT), the Learner Confirmatory Questionnaire (LCQ), the Teachers’ Technological, Pedagogical and Content Knowledge Questionnaire (T-TPACKQ) and the Learners’ Confirmation of the Teachers’ Technological, Pedagogical and Content Knowledge Questionnaire (LC-T-TPACKQ). Findings indicate a statistically significant difference between teachers’ views of their TPACK and the views of their learners. The correlation between teachers’ TPACK and the achievement of their learners was not statistically significant. These results can influence the professional development of teachers in respect of the use of technology in teaching. Keywords: electricity teaching, student achievement, learner views, technological pedagogical and content knowledge (TPACK), teacher views

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

Online higher education has grown rapidly over the last decade. While online higher education has improved access for many students, it suffers from the problem of higher learner attrition. Student persistence engagement in online learning may be enhanced through improvements in instructor technology and pedagogy knowledge. This mixed-methods study on online learning is an exploration into the online instructional faculty's knowledge of integrated Technological, Pedagogical, and Content Knowledge (TPACK). TPACK has been used to assess teaching in the K-12 classroom setting and is currently being utilized as an assessment in the U.S. Department of Education's Race to the Top grant selection process. This study applied the TPACK framework to college level teaching faculty to assess their technology and pedagogy knowledge, their TPK, and TPACK. The primary research questions of this study were, "What is the level of TPACK among college level teaching faculty within a diverse college at a large, private four year university?", "What processes do online higher education instructors use in developing their technological pedagogical knowledge of new technologies?" and "What techniques do instructors with high TPACK utilize to engage online students?"The study began as a quantitative study and measured the level of TPACK among college level teaching faculty. A qualitative method followed with one-on-one interviews of nine selected instructors demonstrating high TPACK components. Quantitative findings of the study indicate that there is high technology, content, pedagogy, and technological pedagogical knowledge amongst the college level teaching faculty within the college studied. The level of full, integrated TPACK amongst the faculty has not fully been explored due to limited data on content knowledge. Qualitative findings of the study indicate that the college level teaching faculty instructors are engaged in high impact practices with their online students that demonstrate their TPACK skills and that the college level teaching faculty use their TPK to assess inclusion of new technologies tools in the online classroom. Keywords: TPACK, Technology, Pedagogy, Online Learning, Student Persistence, Learner Engagement

<span style="font-family: 新細明體; font-size: small;"> </span><p>Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a quantitative approach. The purposes of this study were to explore TPACK of secondary school science teachers using a new contextualized TPACK model. Associations between in-service teachers' TPACK and other factors were also examined. The TPACK questionnaire was mailed to secondary schools randomly selected across different parts of Taiwan, and return envelopes were provided for completed questionnaires. There were 1292 science teachers from secondary schools for factor analysis. An independent samples <em>t</em>-test was conducted when there were two groups (i.e., gender) to be compared for TPACK. ANOVA was conducted when there were more than two groups (i.e., science teaching experience) compared for TPACK. The results indicated that secondary science teachers' TPACK was statistically significant according to gender and teaching experience. With the consideration of other TPACK sub-components, male science teachers rated their technology knowledge significantly higher than did female teachers. Experienced science teachers tended to rate their content knowledge and pedagogical content knowledge in context (PCKCx) significantly higher than did novice science teachers. However, science teachers with less teaching experience tended to rate their technology knowledge and technological content knowledge in context (TPCKCx) significantly higher than did teachers with more teaching experience. The study shows how gender and teaching experience were influential factors for secondary school science teachers' TPACK. The research implications of this study are provided along with suggestions.</p><p class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify; text-justify: inter-ideograph;"> </p><span style="font-family: 新細明體; font-size: small;"> </span>

TPACK means teacher’s ability to facilitate students. A good learning process needs complex understanding that correlates three knowledge resources; technology, pedagogy and content. From TPACK, we know that teachers knowledge about how to facilitate students learning from certain content by pedagogy and technology approach. This research aims to explain the implementation of TPACK in teaching English at senior high school and to explain the obstacle experienced by English teacher in implementing TPACK in teaching English at senior high school. This research was conducted in one of the senior high school. This research used a case study with a qualitative method. Sample in this research is one English teacher. The process collecting data is done through observation, interview and questionnaire. The research results show the implementation of TPACK in teaching English in senior high school can be categorized as good in implemented TPACK based on sixth component, Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technogical Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge and Technological Pedagogical and Content Knowledge of TPACK. The obstacle faced by the English teacher in implementing TPACK in learning process, teacher was poor in one component Technological Knowledge such as lack of IT literacy. Based on the research, researcher it can be conclude that in implementation of TPACK in teaching English it was found that there were still several part of TPACK component that had not been implemented properly in classroom learning.The researcher suggested that this research can be a guideline for other researchers in conducting research on TPACK. Other researchers can also explore teachers obstacle in teaching English based on the TPACK framework.

This study reports the profile of Technological Pedagogical and Content Knowledge (TPACK) of Writing lectures from the students’ perspective. It described the students’ attitudes and opinion on the implementation of Technological Pedagogical and Content Knowledge (TPACK) during joining the teaching-learning activities of writing class. Adopting qualitative descriptive study framework, fifty students participated in fulfilling the questionnaires on the implementation of Technological Pedagogical and Content Knowledge (TPACK). Closed questionnaire was implemented as the research instrument in collecting the data. Closed questionnaire was used to measure 7 (seven) TPACK domains, namely: 1. Technological Knowledge, 2. Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Pedagogical Knowledge, 5. Technological Content Knowledge, 6. Pedagogical Content Knowledge, 7. Technological Pedagogical Content Knowledge. The results show that the ability of lecturers of writing class in applying TPACK is at enough criteria.

In particular, the Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), and Technological Content Knowledge (TCK) variables are the focus of this study, which attempts to ascertain the relationship between them. and Knowledge of Technological Pedagogical Content (TPACK). The Preferred Reporting Items for A review method used in this study. The study's findings that the TK on TCK, TK on TPK, TK on TPACK, and TPK on TPACK have a positive influence on each other. However, two relationships—the CK on TPACK and the PK variable on TPACK—do not have a positive or significant effect. Ten of the twelve hypothesized variables have a positive influence, while the other two have no discernible effect. It is intended that the research would improve teachers' TPACK skills, particularly in pedagogical and subject knowledge. Tags: Guru skills, TPACK, SmartPls

The use of Augmented Reality in the Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) framework is one of the systematic approaches to enriching students' experience in a science classroom. A study was conducted to explore teachers’ TPACK in Augmented Reality abilities. This article aims to identify science teachers’ level of TPACK in Augmented Reality using a questionnaire. A group of teachers (n=100) was trained to determine science teachers' TPACK at AR levels. Selected Science teachers then responded to a survey and analyzed using the Rasch Model. Male teachers (1.77 logits) outperformed female teachers (-0.55 logit) in TPACK abilities. In addition, teachers 36-40 years of age with 6-10 years of teaching experience had higher ability in TPACK in AR. Findings also indicated the Pedagogical Knowledge (PK) scoring is at +1.23logit and TPACK +0.29 logit suggesting both PK and TPACK components were of higher difficulty level compared to other components.The findings suggest that the training on TPACK in AR especially in the areas of PK and TPACK is necessary and should be based on the teacher’s demographic profile, teaching experiences, and other components of the TPACK framework.

Introduction Recent educational transformations have caused teachers to face difficulties in learning and adopting online tools to establish student course engagement (SCE). Thus, three significant problems are outlined in this research: lack of SCE in virtual classrooms, ineffective technology integration into pedagogy and lack of self-proficiency in technologies to enhance students’ academic performance. Moreover, three research questions emerged regarding the SCE, the teachers’ proficiency in technological, pedagogical and content knowledge (TPACK) for teaching, and the students’ academic performance. Hence, a framework that adopted the TPACK framework and the Student Course Engagement Questionnaire (SCEQ) was developed. Methods A developed mobile interactive system (MIS) integrated into the virtual classroom, determining factors that contributed to improving SCE, assessing teachers’ proficiency in teaching with technology from students’ perspectives, and assessing SCE and academic performance improvement. A quasi- experimental design was employed in the current research to collect quantitative data and for statistical analysis. Pretest-posttest experiments were conducted with 80 local university undergraduate students from two different groups, with and without developed MIS integration. Homogeneity among the participants was assured by distributing a pre-knowledge checking test before the actual experiment began. The TPACK and SCEQ surveys were distributed for further analysis. Results The SCE and TPACK R 2 values are 0.111 and 0.748, respectively, indicating that SCE has low predictive power. However, the experiment results indicate that teachers’ proficiency in TPACK has a medium effect on SCE. Additionally, the student’s academic performance has shown significant improvement. Discussion Moreover, the current research suggested that content and technological knowledge are more vital than pedagogical knowledge in the virtual classroom. Therefore, the current research results indicated that the integration of developed MIS improves students’ SCE and academic performance significantly. The integration of the developed MIS in the virtual classroom also enhanced teachers’ proficiency in TPACK. Moreover, the change of perspectives when examining teachers’ TPACK proficiency provides more valuable insights as students benefited from the lessons directly.

Technological Pedagogical and Content Knowledge (TPACK) represents the essential knowledge that teachers must master. TPACK consists of seven dimensions: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and the integration of all these in Technological Pedagogical and Content Knowledge (TPACK). During the COVID-19 pandemic, lectures were shifted online, significantly impacting the TPACK development of pre-service math teachers. This research aims to contribute to the existing literature by examining how online lectures during a pandemic influence the TPACK of pre-service teachers. The study involves assessing the TPACK of 129 pre-service teachers who participated in both online lectures and offline Field Introduction of School activities. A sample of 39 students was selected using stratified random sampling. Data collection instruments included a self-assessment questionnaire, three open-ended questions answered by students, and performance assessments completed by tutors. Despite the challenges posed by online lectures during the pandemic, students demonstrated a good overall proficiency in TPACK, with Technological Knowledge (TK) exhibiting the highest achievement. However, other dimensions of TPACK showed weaker performance, likely due to obstacles encountered during online learning, such as difficulties in delivering material and engaging in online microteaching practices.

This study explored the patterns of Technological Pedagogical and Content Knowledge (TPACK) in 45 preservice teachers’ literacy lesson plans that integrated digital texts or tools. A priori coding and content analysis were used to identify preservice teachers’ demonstrations of combinations of TPACK constructs. Findings indicated that preservice teachers demonstrated TPACK (41%) and combined Technological Content Knowledge and Pedagogical Content Knowledge most frequently (42%), Pedagogical Content Knowledge less frequently (13%), and other patterns rarely, combined Technological Content Knowledge and Technological Pedagogical Knowledge (1%), Technological Content Knowledge (1%), Technological Pedagogical Knowledge (0%) and combined Pedagogical Content Knowledge and Technological Pedagogical Knowledge (0%). This study cohered with previous research that found just under half of teachers demonstrated TPACK. However, it differed from previous studies that did not show patterns of Pedagogical Content Knowledge but Technological Pedagogical Knowledge, as our data showed Pedagogical Content Knowledge but not Technological Pedagogical Knowledge. Finally, it extended previous research by identifying patterns of literacy preservice teachers’ demonstrations of TPACK in their elementary literacy lesson plans. It also demonstrated new ways of combining TPACK constructs (i.e., Technological Content Knowledge and Pedagogical Content Knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge, and Pedagogical Content Knowledge and Technological Pedagogical Knowledge), which when used to code the data resulted in a more comprehensive definition of TPACK. Only 2% of the lesson plans did not demonstrate any of the combinations.

Technology, pedagogy, and content knowledge (TPACK) has been considered as a promising theoretical framework to guide teacher educators in designing and developing in-service K12 teacher education programs. However, it seems unclear whether in-service teachers have different TPACK perceptions when entering the education programs. This study surveyed the TPACK perceptions of 2,728 Chinese in-service K12 teachers. A questionnaire adapted from Koh, Chai, and Tsai’s survey was validated by reliability and validity tests. Exploratory factor analysis revealed that Chinese in-service K12 teacher’s TPACK perceptions could be grouped into five scales. Analyses of means and standard deviation of all the variables of the TPACK construct to examine Chinese in-service K12 teachers’ TPACK perceptions showed that teachers had rated themselves as slightly above five points for all the variables. Independent sample t tests to examine the relationships between in-service K12 teachers’ gender and the TPACK variables indicated that male teachers rated themselves higher than female teachers for the variable content knowledge (CK) and lower for the variable pedagogical content knowledge. F tests to examine the relationships between in-service K12 teachers’ years of service and the TPACK variables revealed that young in-service K12 teachers tended to perceive better in the capacities of applying technology and worse in the capacities of teaching method and subject matter. Hierarchical regression analysis to explore which variables (technological knowledge, pedagogical knowledge, CK, pedagogical content knowledge, technological content knowledge, and technological pedagogical knowledge) could predict the variable of TPACK showed that in-service K12 teachers’ perceptions of pedagogical knowledge, technological knowledge, and CK had the largest positive effect on the TPACK variable.