Press [A] to Read This: A Mixed Methods Study of Characterised Versus Direct Instructions in The Legend of Zelda Videogame Series

An important element of many forms of counseling is the narrative articulation of the client experience. This article aims to define self-narrative elicitation methods, to explore their use in counseling, and to present a quantitative empirical examination of narrative interview instructions. It examines whether the self-narrative inclination and selected situational factors influence the narrativity level of the utterances when elicited by different types of self-narrative instructions. The results show that the utterances produced by three different types of instructions (open-ended question; photo-elicitation; life-as-book metaphor) do not differ in narrativity level. The narrativity of utterances measured micro-analytically on the lexical level remains independent from the external factors (sequence, topic, type of instruction). Given the level of narrativity and length of response, the three instructions are close to each other. At the same time the narrativity is significantly influenced by self-narrative inclination. It is worth acknowledging personal features that can change the way the story is told in interviews and thus affect the counseling practice.

Most theories of the development of reading, for alphabetic orthographies, attempt to provide an account of processes children use to acquire reading skill. The theories that have had wide influence, however, have not included consideration of whether normally developing children can reach equivalent levels of reading attainment by taking somewhat different learning routes, involving different uses of cognitive processes. Moreover, the theories have not considered whether different types of reading instruction lead to children taking different learning routes although they arrive at equivalent levels of skill. Nonetheless, the importance of this matter has been raised from time to time. For example, Ramus (2004, p. 817) has criticised the influential developmental theory of Frith (1985) on the grounds that ‘it assumes a particular class of teaching methods based on explicit phonics instruction.’ Thompson and Johnston (1993) had earlier pointed out the importance of examining the influence of different types of instruction to test theories of how children learn to read. To do otherwise would run the risk of accepting a theory as a valid account of children’s learning, when in fact it was not for some types of reading instruction. Recently, there have been speculations (Harm & Seidenberg, 2004, pp. 713-14; Treiman, Kessler, & Bick, 2003, p.70; Zevin & Seidenberg, 2006, p. 148) that the type of reading instruction experienced in childhood should be a factor incorporated in theoretical models of processes of the skilled word reading of adults. This would make sense only if there were long-term developmental continuity for instructional influences on the ways of processing words in reading. The research reviewed in this chapter addresses issues of this kind. There hasbeen little research directly relevant to these issues. This is in contrast to the large volume of research that compares different types of reading instruction to determine which yields larger gains in children’s word reading accuracy. The most frequently studied comparison has been of instruction that includes systematic phonics against other types of instruction without such phonics, or with less phonics. Until we have begun to tackle the issue of how reading instruction might interact with reading development we will not be truly sure why instruction such as systematic phonics can lead to accelerated gains in word reading accuracy (National Reading Panel, 2000; Ehri, Nunes, Stahl and Willows, 2001). Here we report on a set of studies that investigated differences in reading behaviours and learning processes between thosewho received beginning reading instruction that included systematic phonics and those who received text-centred teaching without such phonics. Children taught in a programme with systematic phonics may have an initialadvantage in the rate at which they acquire word reading accuracy but this does not mean that children without phonics instruction fail to learn to read. In fact, the vast majority of such children do successfully learn to read. It may take a little longer but there is a large overlap between the distributions of word reading accuracy among children with systematic phonics instruction and those without (See National Reading Panel, 2000, which reviewed many studies, mainly from the USA). Given the large proportion of children who are therefore equivalent in reading skill across programmes with and without phonics there are then many theoretically interesting questions to be posed. For example, do children with similar reading levels show differences in reading behaviours and processes that can be linked to how they have been taught to read? Do children who do not receive systematic phonics differ in their learning or performance in some compensatory way from those receiving systematic phonics? And do children, and adults, who have received systematic phonics instruction use their previously taught skills to the exclusion of other possible learning processes in reading words? We hope to provide some evidence about these questions in this chapter and demonstrate that the type of reading instruction is a factor that is important to consider in the ways in which children learn to read; not just in how rapidly they learn to read, important though that is.

This case study examined the benefits of a sensory-based approach for teaching second language pronunciation to actors, addressing the unique learning goal of nativelike speech for nonnative professional actors. Two French Canadian actors (Marianne and Sebastian) were followed over 10 weeks of pronunciation instruction based on Knight’s (2012) theatrical voice methods and Gibson’s (1969) principles of sensory learning. Audio samples from scripted performances before and after instruction were rated for global and linguistic measures by 10 linguistically trained listeners and for performance measures by 10 advanced acting students. Listener ratings showed a significant improvement in accentedness for Marianne and greater comprehensibility for both actors, while qualitative data revealed actors’ preferences for different types of instruction. Results suggest that sensory learning appears beneficial for some learners and that pronunciation instruction could be supplemented with sensory-based activities.

Effects of different types of instruction on the Scores of PID-5 profile

This study investigated the effects of lexical collocation, topic and cultural familiarity on Iranian EFL learners’ reading comprehension. There were thirty-eight English Translation students in Chabahar Maritime University participating in the present study, 15 freshmen and 23 sophomores. They were chosen from among 45 students based on their scores in the reading comprehension tests. In the treatment period, all the students received three different types of instruction in three consecutive weeks, and took a reading comprehension test after each type of instruction. . In the first week, they received a text that was culturally familiar to them; it was about the origin and development of banks and corporations in Iran. In the second week, they were taught the difficult lexical collocations of the reading text along with their Farsi equivalents before taking the test. And finally in the third week, the students read a reading passage which had the same topic as the reading test before; it was about the communication and behavior of ants. All the students were requested to complete a reading comprehension test, adopted from the paper-based TOEFL tests, after each type of instruction. According to the results demonstrated by the statistical program, a significant difference was found in reading comprehension among the participants based on the type of instruction they received. The highest mean belonged to the third week, when the students read a passage with the same topic before the test as the treatment, followed by the collocation instruction. However, there was no significant difference between boys and girls, and freshmen and sophomores as a result of different types of instruction.

The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3–5. The secondary aim of this study was to investigate whether this relationship differed for English monolingual and Spanish–English bilingual students. To meet these aims, we observed and recorded reading/language arts instruction in 33 classrooms at three points during an academic year, and we assessed 274 students on vocabulary and comprehension at the beginning and end of the year. Using field notes and student utterances to understand the context, we coded teacher utterances (e.g., questions, comments, prompts) as vocabulary instruction, comprehension instruction, other instruction, or noninstruction. We then identified five types of vocabulary-related instruction and five types of comprehension-related instruction. Using latent difference modeling, we investigated how the frequency of different types of instruction was associated with change in students' vocabulary and comprehension across the school year. Teachers' instruction related to definitions, word relations, and morphosyntax was positively associated with change in vocabulary; teachers' instruction related to application across contexts and literal comprehension was negatively associated with change in vocabulary; and teachers' instruction related to inferential comprehension was positively associated with change in comprehension. The findings also revealed an interaction between language status and teachers' instruction, such that instruction that attended to comprehension strategies was associated with greater positive change in comprehension for bilingual (but not for monolingual) students. 本研究首要目的是探讨美国小学三年至五年级教师的教学与学生的词汇知识及阅读理解能力之关系。这研究的另一个目的是考查这种关系,对于英语单语学生和西班牙语英语双语学生而言,是否有所不同。为了达致这两个目的,本文作者在一个学年期间分三次观察和记录了33个教室的阅读/语言艺术教学,并在该学年初及年终评估了274名学生的词汇知识及阅读理解能力。本文作者使用观课摘记和学生发言的资料来了解上课情境,并把教师的发言(例如,问题、评论、提示)编码为词汇教学、阅读理解教学、其他教学,或与教学无关的发言。本文作者随后确认出五种与词汇有关的教学类型和五种与阅读理解有关的教学类型,并利用潜在差异建模方法,考查不同教学类型的频率,与学生的词汇知识和阅读理解能力,在整学年中的变化如何产生关联。结果显示,与字词定义、字词关系和词素句法有关的教师教学,均与学生的词汇知识变化有正面的关联;与跨语境的应用及字面阅读理解有关的教师教学,却与学生的词汇知识变化有负面的关联;而与推理阅读理解有关的教学,则与阅读理解能力变化有正面的关联。研究结果亦显示出语言状况与教师的教学有交互作用的产生:注重阅读理解策略的教学与双语学生的阅读理解能力较大的积极变化相关联;单语学生则没有此关联。 La meta principal de este estudio fue explorar la relación entre la enseñanza que imparten los maestros y el vocabulario y la comprensión de estudiantes en los grados 3 al 5. La meta secundaria de este estudio fue investigar si hay alguna diferencia en esta entre estudiantes monolingües de habla inglesa y estudiantes bilingües en español e inglés. Para alcanzar estas metas, observamos y grabamos clases de lectura y artes lingüistas en 33 aulas en tres diferentes momentos del año escolar, y evaluamos 274 estudiantes en cuanto al vocabulario y la comprensión a; principio y al final del año. Usando las notas de campo y declaraciones de los estudiantes para entender el contexto, codificamos las declaraciones de los maestros (por ejemplo, preguntas, comentarios, apuntar) como la instrucción del vocabulario y de comprensión, cualquier instrucción o falta de instrucción. Entonces identificamos cinco tipos de instrucción relacionados al vocabulario y cinco tipos de instrucción relacionados a la comprensión. Usando modelización de diferenciación latente, investigamos cómo la frecuencia de diferentes tipos de instrucción se asociaba a cambios en el vocabulario y la comprensión de los estudiantes durante el año escolar. La instrucción de definiciones, la relación entre palabras, y la morfosintaxis está definitivamente asociada con cambio en el vocabulario; la instrucción de aplicaciones a través de contextos y la comprensión literal está negativamente asociada con cambio en el vocabulario; y la instrucción de comprensión inferencial está positivamente asociada con cambio en la comprensión. Los resultados también mostraron una interacción entre el estatus del lenguaje y la instrucción de los maestros, de forma tal que la instrucción que incluía estrategias de comprensión se pudo asociar con mayores cambios positivos en la comprensión de estudiantes bilingües (pero no de los monolingües). إن هدف هذه الدراسة الرئيس كان استكشاف العلاقة بين طريقة تعليم الأساتذة وسعة مفردات الطلاب واستيعابهم في الصفوف الثالثة إلى الخامسة. وكان الهدف الثنائي لهذه الدراسة أن يبحث في ما إذا كانت هذه العلاقة مختلفة للطالب الأحادي اللغة والثنائي اللغة أي الإسبانية-الإنجليزية. ومن أجل تحقيق هذين الهدفين، راقبنا وسجلنا تعليم الفنون القرائية واللغوية في 33 صفاً ثلاث مرات في العام الدراسي وقيمنا 274 طالباً على أساس سعة المفردات والاستيعاب في بداية العام ونهايته. وباستخدام ملاحظات ميدانية وألفاظ الطالب لفهم السياق، شفّرنا ألفاظ الأساتذة (مثلاً الأسئلة والتعليقات والمحثات) كطريقة تعليم المفردات واستيعاب التعليم ونوع آخر من التعليم وعدم وجود التعليم. ثم حددنا خمسة أنواع من التعليم المتعلق بالمفردات وخمسة أنواع أخرى من التعليم المتعلق بالاستيعاب. وبحثنا في ما إذا ارتبط تكرار الطرق التعليمية المختلفة بالتغيير في سعة مفردات الطالب والاستيعاب أثناء العام الدراسي استخداماً بناء النماذج ذات الفرق الكامن. وارتبطت طريقة تعليم الأساتذة بشأن المفردات وعلاقات الكلمات والنحو والصرف ارتباطاً إيجابياً بتغيير في سعة المفردات؛ وارتبطت طريقة تعليم الأساتذة بشأن التطبيق عبر السياقات والاستيعاب الحرفي ارتباطاً سلبياً بتغيير في سعة المفردات؛ وارتبطت طريقة تعليم الأساتذة بشأن الاستيعاب الاستنباطي ارتباطاً إيجابياً بتغيير في الاستيعاب. وقد أظهرت النتائج تفاعلاً بين مكانة اللغة وطريقة تعليم الأساتذة بحيث أن التعليم الذي يتدبر في إستراتيجيات الاستيعاب ارتبط بتغيير إيجابي أكبر فيما يتعلق باستيعاب الطالب الثنائي اللغة (ولكن ليس للأحادي اللغة). Ocнoвнaя цeль дaннoгo иccлeдoвaния: пoнять, кaк взaимocвязaнa дeятeльнocть yчитeля нa ypoкe co cлoвapным зaпacoм yчaщиxcя 3-5 клaccoв и иx пoнимaниeм тeкcтa. Кpoмe тoгo, пpeдпoлaгaлocь пpoвepить, мeняeтcя ли этa взaимocвязь в cитyaции, кoгдa yчeники нe мoнoязычны, a двyязычны (иcпaнo-aнглoгoвopящиe). Tpижды в тeчeниe oднoгo yчeбнoгo гoдa aвтopы нaблюдaли и фикcиpoвaли нa ayдиo-видeoнocитeляx, кaк пpoxoдит oбyчeниe чтeнию и cлoвecнocти. Bceгo былo пoceщeнo 33 ypoкa, a в нaчaлe и кoнцe гoдa пpoвeдeнo тecтиpoвaниe 274 yчaщиxcя нa cлoвapный зaпac и пoнимaниe тeкcтa. Иcпoльзyя coбcтвeнныe зaмeтки и зaпиcи peчи дeтeй, чтoбы пoнять кoнтeкcт, aвтopы зaкoдиpoвaли выcкaзывaния yчитeля (вoпpocы, кoммeнтapии, пoдcкaзки), пoдpaздeлив иx нa чeтыpe гpyппы: oбyчeниe лeкcикe, oбyчeниe пoнимaнию, инoe oбyчeниe, нe-oбyчeниe. Зaтeм былo выдeлeнo пять типoв выcкaзывaний, cвязaнныx c oбyчeниeм лeкcикe, и пять, cвязaнныx c oбyчeниeм пoнимaнию. Иcпoльзyя cкpытoe мoдeлиpoвaниe paзличий, aвтopы иccлeдoвaли, кaк чacтoтa paзличныx типoв oбyчeния cвязaнa c измeнeниeм cлoвapнoгo зaпaca yчeникoв и иx пoнимaниeм пpoчитaннoгo нa пpoтяжeнии yчeбнoгo гoдa. Oбyчaющиe выcкaзывaния yчитeля, oтнocящиecя к cмыcлy cлoв и гpyпп cлoв, a тaкжe к oблacти мopфoлoгии и cинтaкcиca, oкaзaлиcь пoлoжитeльнo cвязaны c измeнeниeм в cлoвape; выcкaзывaния, cвязaнныe c бyквaльным пoнимaниeм cлoв и иx пpимeнeниeм в paзличныx кoнтeкcтax, oкaзaлиcь oтpицaтeльнo cвязaны c измeнeниeм в cлoвape; выcкaзывaния, cвязaнныe c лoгичecки вывeдeнным пoнимaниeм, oкaзaлиcь пoлoжитeльнo cвязaны c измeнeниeм в пoнимaнии тeкcтa. Taкжe oбнapyжeнa взaимocвязь мeждy языкoвым cтaтycoм и oбyчeниeм, ocyщecтвляeмым yчитeлeм, тo ecть внимaниe к cтpaтeгиям пoнимaния в бoльшeй cтeпeни yлyчшилo пoнимaниe тeкcтa y двyязычныx, a нe y мoнoязычныx yчaщиxcя. L'objectif premier de cette recherche était d'explorer les relations entre l'enseignement, le vocabulaire et la compréhension des élèves de la 3e à la 5e année. Le second objectif était d'examiner si cette relation est différente selon que les élèves sont monolingues en anglais ou bilingues espagnol-anglais. Dans ce but, nous avons observé et enregistré un enseignement de la lecture dans 33 classes à trois moments de l'année scolaire, et nous avons évalué 274 élèves sur leur vocabulaire et leur compréhension au commencement et à la fin de l'année. En nous appuyant sur nos notes de terrain et sur les interventions des élèves pour comprendre le contexte, nous avons classé les interventions de l'enseignant (par exemple, questions, commentaires, remarques) en enseignement du vocabulaire, de la compréhension, autre enseignement, ou non-enseignement. Nous avons pu de la sorte distinguer cinq types d'enseignement relatif au vocabulaire et cinq types d'enseignement relatif à la compréhension. En utilisant un modèle de différences latentes, nous avons cherché à savoir comment la fréquence de chacun de ces types est associée aux changements en matière de vocabulaire et de compréhension au cours de l'année scolaire. L'enseignement lié aux définitions, aux relations entre les mots, et à la morphosyntaxe est associé positivement aux changements dans le vocabulaire; l'enseignement lié à l'application d'un contexte à l'autre et à la compréhension littérale sont associés négativement aux changements de vocabulaire; et l'enseignement lié à la compréhension inférentielle est associé positivement aux changements en compréhension. Les résultats montrent aussi une interaction entre le statut de la langue et l'enseignement, de sorte que l'enseignement portant sur les stratégies de compréhension est associé à davantage de progrès en compréhension pour les élèves bilingues que pour les monolingues.

Teaching and learning has changed and performed new challenge to provide attracting instruct for students to be active in online learning. The way to run the process of teaching and learning are modified. The use of technology in communicating the teaching-learning material is challenging. Different types of instructions motivate different to students to follow the online class activities. The communication delivered through the instructions becomes a key to guide the process of online teaching and learning. How the instructions performed by the teacher create interesting interaction in online learning. So, it is interesting to analyze further how the instructions work to activate the students’ involvement in online teaching-learning. This research is to describe how the types of instructions performed in online teaching and learning based on the implementation of teaching model. The data is collected from documents of lesson instruction design. This research uses qualitative approach to analyze the data. The result of the research is analyzed related to the types of instructions used in processing the learning activites through instructions provided by the teacher. The conclusion found three types of appropriate instructions to motivate and activate students in the process of online teaching and learning.

The disparity between the linguistic knowledge and the communicative abilities which is often observed in the performance of second language (L2) learners has recently shifted the focus of the researchers toward the FonF paradigm. Having the ability to draw the learners' attention to the target linguistic features in the input, FonF, as an appealing approach is thought to balance between the linguistic knowledge and communicative abilities. The present paper attempts to investigate the conditions under which the acquisition of passive syntactic structures and morphological markers of tense can be maximized, and to examine differences in noticing and learning of syntactic structures vs. morphological markers of tense. On this account, the adult college students, who had enrolled for general English, were selected for the study. They were assigned to three classes, and each class received one of the three different types of instructions: non- enhanced (NoFonF), enhanced (implicit FonF), and enhanced plus practice (explicit FonF). Results of the study revealed that explicit FonF group performed significantly better than the implicit FonF group. The study argues for the adoption of a particular type of explicit instruction – one which promotes noticing andunderstanding of the target linguistic features.

Adequate user access to drug therapy can only be ensured when the drug can be removed from its package. The aim of this study was to investigate the influence of a variety of opening instructions on the ease of opening a user package and user satisfaction. This experiment was conducted according to CEN/TS 15945. Ease of opening was defined as the ability to open a package within a defined time frame (effectiveness) and the learning effect by repeated opening (efficiency). (Dis)satisfaction ranged from -2 to +2. Empty bottles with left threat screw caps (rather than the standard right) were studied following 4 different types of instructions: none, arrow in the screw cap, package leaflet, video. Each instruction was studied in a group of 20 different healthy older adult volunteers (65-80years). No opening aid was permitted. Data were captured in forms and on video. Nine (45%) participants could open the package without any instruction, 19 (95%) with an arrow marked bottle and 20 (100%) with a package leaflet or video. No notable differences were observed in median times for first and repeated opening. Participants were most often (n=11) dissatisfied (score-2) without any instruction and neutral to most satisfied (0-2) with a video (n=17). The effectiveness, efficiency and user satisfaction to open a package is strongly influenced by the type of opening instruction. This conclusion requires further consideration in drug product packaging and labelling.

Textual Enhancement and Input Processing Effects on the Intake of Present and Past Simple Tenses

Previous studies comparing teacher‐centred (TC) and learner‐centred (LC) instruction have presented a mixed picture of the effectiveness of these two instructional approaches. By examining the effectiveness of different types of instruction on students' Classical Chinese (CC) reading comprehension and motivation, this study aims to contribute to instructional research by elucidating the positive and negative aspects of TC and LC instruction when they are applied in the context of teaching CC reading. A total of 454 Secondary 4 students between the ages of 15 and 17 years agreed to participate in this study on a voluntary basis. They completed a CC reading comprehension test and a questionnaire that measured their CC reading motivation and perceived CC reading instruction. Relationships between students' perceived CC reading instruction, reading motivation and reading comprehension were examined by correlation and path analyses. The findings of the correlation analyses indicated that traditional TC instruction positively and significantly correlated with students' CC reading performance and extrinsic motivation. Motivating tasks, one type of LC instruction, positively and significantly correlated with all types of motivation but did not significantly correlate with CC reading performance. In the path analysis, TC instruction exhibited a significant positive effect on reading comprehension, whereas motivating tasks continued to exhibit a significant positive effect on intrinsic motivation after the effect of the examined schools' achievement level was controlled for. The findings highlight the essential role of teachers in instructing students who are weak in particular subjects. Instead of viewing TC and LC instruction as two contradictory approaches, the findings indicate that a combined approach of TC and LC instruction can more effectively facilitate students' learning in a difficult school subject.

Estudos sobre regras têm mostrado que alterações em trechos de diferentes tipos de instruções podem interferir no desempenho de participantes de pesquisa. O presente trabalho teve como objetivo avaliar os efeitos da apresentação de instruções preliminares, específicas e mínima sobre a realização de uma tarefa experimental e seguimento de instruções. Seis estudantes universitários foram expostos a um procedimento de escolha de acordo com o modelo, fazendo-se uso de um delineamento de sujeito como seu próprio controle. Os participantes foram divididos em duas condições que diferiam quanto ao tipo de instrução específica apresentada (correspondente ou discrepante). Nas Fases 1 e 2, os participantes não recebiam nenhuma instrução preliminar e eram expostos a instruções mínimas e específicas, de acordo com sua condição. Nas Fases 3 e 4, os mesmos participantes eram expostos a fases idênticas às anteriores, mas após terem recebido instruções preliminares, que incluíam descrições da tarefa, materiais e consequências. Os resultados mostraram que o fornecimento de instruções preliminares favoreceu a realização da tarefa e o seguimento de instruções, principalmente entre participantes que receberam instruções correspondentes. Esses dados sugerem que novos trechos de instruções preliminares precisam ser investigados para conhecer seus efeitos. Palavras-chave: instruções preliminares, instruções específicas, instrução mínima, escolha de acordo com o modelo, estudantes universitários.

Studies evaluating phonological contrast learning typically investigate either the predictiveness of specific pretraining aptitude measures or the efficacy of different instructional paradigms. However, little research considers how these factors interact--whether different students learn better from different types of instruction--and what the psychological basis for any interaction might be. The present study demonstrates that successfully learning a foreign-language phonological contrast for pitch depends on an interaction between individual differences in perceptual abilities and the design of the training paradigm. Training from stimuli with high acoustic-phonetic variability is generally thought to improve learning; however, we found high-variability training enhanced learning only for individuals with strong perceptual abilities. Learners with weaker perceptual abilities were actually impaired by high-variability training relative to a low-variability condition. A second experiment assessing variations on the high-variability training design determined that the property of this learning environment most detrimental to perceptually weak learners is the amount of trial-by-trial variability. Learners' perceptual limitations can thus override the benefits of high-variability training where trial-by-trial variability in other irrelevant acoustic-phonetic features obfuscates access to the target feature. These results demonstrate the importance of considering individual differences in pretraining aptitudes when evaluating the efficacy of any speech training paradigm.

Comportamiento inteligente y creativo: efectos de distintos tipos de instrucciones

The importance of the use of technology in mathematics education has been demonstrated by many studies. Effective use of technology has been found to support the conceptual understanding of students. However, it is also found that, having only technological knowledge is not sufficient for using technology effectively in teaching mathematics; technological knowledge must be supported by pedagogical and content knowledge as well. It is stated that a teacher who effectively integrates these three types of knowledge has technological pedagogical content knowledge (TPACK). In order for teachers to acquire this knowledge, it is important for them to take courses that support TPACK during their pre-service training. However, the type of instruction that they receive during such a course may have an impact on whether they actually acquire TPACK or not. In this study, we investigate a total of 80 pre-service teachers who took a class called “Exploring Geometry with Dynamic Geometry Applications” with different types of instruction over the course of 5 semesters. The participants involved a mixed group of junior, senior, and graduate students which allowed us to analyze the effect of class level and the type of instruction in the student’s ability to acquire TPACK. To analyze the students’ TPACK level, we performed document analysis using the theoretical framework developed by Bowers and Stephens after reinterpreting it based on the literature and the data collected during this study. It was found that the majority of the graduate students achieved Technological Content Knowledge (TCK). Additionally, it was observed that the type of instruction as well as students’ class level is important in developing TPACK. The obtained results allow us to make conclusions about how the contents and the instruction method of a course should be designed such that it better promotes TPACK achievement.