Technological Pedagogical and Content Knowledge (TPACK) Based Language Immersion as a New Trend in Arabic Language Learning at Indonesian Pesantren

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.

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.

In the era of artificial intelligence, the promotion and application of generative artificial intelligence in the field of education is breaking the traditional educational scene, and it is urgent to build a teacher professional knowledge system that adapts to the background of the times. On the basis of analyzing the fundamental role of the Technological Pedagogical and Content Knowledge (TPACK) framework and the reconstruction role of Generative Artificial Intelligence (GenAI), the TPACK framework integrated with GenAI (Gen+TPACK) was proposed. The connotation of Gen+TPACK framework was analyzed from the dimensions of integration of GenAI and Technological Knowledge (TK), Pedagogical Knowledge (PK) and Content Knowledge (CK), as well as compound Technological Content Knowledge (TCK), Pedagogical Content knowledge (PCK), Technological Pedagogical knowledge (TPK), and Technological Pedagogical and Content Knowledge (TPACK). Four implementation paths of Gen+TPACK application were discussed which were the pedagogical innovation enabled by GenAI technology, the dynamic reconstruction of teaching process assisted by GenAI, the optimization of teaching decision supported by GenAI, and the intelligent expansion of teaching boundary. And finally the challenges faced by the application of Gen+TPACK were analyzed.

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 study explored business teachers’ level of Technological, Pedagogical and Content Knowledge (TPACK) in Senior High Schools in the Central Region of Ghana and examined the differences in teachers’ level of TPACK on the basis of some demographic variables using the mixed methods approach. The study used descriptive survey design. Simple random sampling technique was used to select 248 business teachers. Questionnaire was used to gather quantitative data. Mean and standard deviation were used to examine business teachers’ level of TPACK. Moreover, Independent samples t-test was used to examine whether differences exist in teachers’ TPACK and gender. One-way (ANOVA) was also used to examine whether differences exist in teachers’ TPACK based on age. The finding showed that teachers possessed higher Content, Pedagogical and Pedagogical Content Knowledge and moderate Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and TPACK. The study found that there was statistically significant difference in teachers’ TK, TCK and gender in favour of the male teachers. The study concluded that teachers’ high content knowledge, pedagogical knowledge, pedagogical knowledge suggests that teachers seem to focus much on developing these knowledge to the neglect of other vital contemporary skills such the use of technology. This was evident in their moderate level of technological knowledge, technological pedagogical knowledge, technological content knowledge and technological pedagogical content knowledge. The study recommended that the Ministry of Education through Ghana Education Service and Government should organise refresher courses for in-service teachers to learning the use of technology in teaching.

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 this study, a TPACK model was tested which describes the relationship between variables including Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical and Content Knowledge (TPACK). Tests were done that obtain results regarding to the variables influencing TPACK the most. Respondents in this study were 61 economics and accounting teachers in SMA, SMK and MA Negeri Banyumas Regency. This study used a quantitative approach with a questionnaire technique. PLS with Smartpla 3.0 software was used as a analysis tool in this study. Based at the results of studies and data analysis, we can conclude that the variable that had the finest effect on TPACK was Technological Pedagogical Knowledge (TPK), thus the economics and accounting teachers in SMA, MA and SMK must be able to improve their TPK abilities. This is carried out by integrating various appropriate technologies in learning approaches such as learning strategies and designs so it can be able to build new interactions in improving the learning process.

Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.

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

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 article aims at cultivating the need analysis instrument which consists of questionnaire and interview as a requirement to construct English instructional material for economics faculty students based on Technological Pedagogical and Content Knowledge (TPACK). Researcher wishes to develop an appropriate instructional material for economics students since they have been in ASEAN Economic Community (AEC) and 4.0 eras that enable the students with knowledge of technology, pedagogy and content of economics at once. To achieve this goal, it requires the need analysis instrument to elicit information concern on the need about English material, technology used and also the way to learn the subject matter. This instrument was developed by adapting and modifying ESP and TPACK theory of Basturkmen issued in 2010 & 2018 and theory of Koehler & Mishra in 2009. This elaboration generates eleven indicators to be established; target situation analysis, discourse analysis, present situation analysis, learner factor analysis, teaching context analysis, Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge, and the last but not least is Technological Pedagogical and Content Knowledge (TPACK). There are seventy statements for questionnaire and two questions for interview composed from the eleven indicators. The questionnaire statement and interview questions cover about the need of language skills, language components, and the subject matter of economics, the technology used and language pedagogy.

The application of information and communication technology in instruction is highly emphasized in the contemporary education of science teachers. This paper hence aims to explore science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 222 pre- and in-service science teachers in Singapore were surveyed. Structural equation models analysis was utilized to examine the model of 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 results confirm the seven-factor model and indicate that the science teachers’ perceived TPC significantly and positively correlated with all the other TPACK factors. This paper further reveals the relationships between the science teachers’ perceptions of TPACK and their demographic characteristics such as teaching experience, gender, and age. The findings indicate that female science teachers perceive higher self-confidence in pedagogical knowledge but lower self-confidence in technological knowledge than males. Further, female in-service science teachers’ perceptions of TK, TPK, TCK, and TPC significantly and negatively correlate with their age.

This research is aimed to find out TPACK of high school in-service Physics teachers in North Maluku by using TPACK survey instrument that consist of 7 components, namely Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK in Likert scale. The data of TPACK perceptions were analysed using descriptive statistics, whereas teachers’ TPACK differences in gender and experience of teaching were analysed using Mann Whitney test by SPSS 20 because the samples were small samples. The result of data analysis shows that TPACK perception of senior high school in-service Physics teachers is still in the low category. The components are TK, TCK, TPK, and TPCK that related to technology. Based on gender data analysis, it is known that there is significant difference only on TCK component, whereas based on teachers’ experience of teaching, significant differences were found in components of PK, PCK, and TPCK. Based on these research result can be conclude that TPACK of teachers are still constrained on components related to technology so that the ability of teachers in integrating technology in learning is still not maximized.

ABSTRACTAn increasing amount of research has focused on the exploration of English as a Foreign Language teachers’ technological pedagogical and content knowledge (TPACK). However, in the field of native language teaching, such as Taiwanese, Hakka, Aboriginal languages in Taiwan, few studies have paid attention to understanding the teachers’ perceptions of TPACK. A survey was therefore conducted to examine 172 in-service Hakka language teachers’ perceptions of TPACK in Taiwan. The survey framework includes seven constructs: content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK. According to the results, although the native language teachers were satisfied with their TPACK on average, they had relatively low confidence in CK, TK, and TPK. While the older male teachers tended to be more confident in their CK, the older female teachers were inclined to have less confidence in their TK. Teaching experience was positively related to the teachers’ perceived CK, PK, and PCK. Particularly, the importance of the teachers’ TCK, PK, and TK in their synthesized TPACK was identified. This study also provides suggestions for native language teacher training program design in the future.

The purpose of this study is to investigate the level of home economics teachers’ TPACK(Technological Pedagogical and Content Knowledge) competency through a survey and to propose strategies for enhancing their TPACK competencies. In this study, data were collected from 189 home economics teachers. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were analyzed using SPSS 21.0. Additionally, independent sample t-tests and one-way ANOVA were conducted to examine differences in TPACK competency level based on various demographic and experiential factors. The results of this study are as follows. First, home economics teachers exhibited above-average levels across all TPACK components. Among these, Pedagogical Knowledge(PK) scored the highest, followed by Content Knowledge(CK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge(TPK), Technological Content Knowledge(TCK), Technological Pedagogical Content and Knowledge(TPACK), Contextual Knowledge(XK), and Technological Knowledge(TK). Second, overall TPACK competency varied significantly by educational attainment. Teachers with doctoral-level education demonstrated higher TPACK competency than those with a bachelor’s degree or master’s-level education. Third, differences in TPACK component competencies were observed based on age, teaching experience, educational attainment, and technology usage experience.