Abstract
Information and communication technologies (ICTs) now form part of virtually all aspects of our daily lives, including education. However, teacher training in digital competence has been pushed into the background, especially in social sciences and in history instruction, in which digitalization and the use of ICTs is an opportunity for improvement and educational innovation. Consequently, proposals integrating the various types of knowledge into the training of history teachers are still rare and scarce. To solve this problem, this study presents a mixed quantitative and qualitative analysis using a pre- and posttest questionnaire with a sample of 235 students of the primary education degree at the Public University of Navarre who took part in an innovative didactic proposal that was implemented using the technological pedagogical content knowledge (TPACK) model based on digitized primary sources in three resources: PARES (Spanish Archive Portal), EUROPEANA, and BNE (National Library of Spain). The primary aim of this study was for preservice teachers to develop digital competence in teaching social sciences by integrating the technological, pedagogical and content knowledge types using the TPACK model. There were three specific objectives. The first was analyzing the digital knowledge of students following a primary education degree concerning the use of ICTs in history instruction. The second was implementing a didactic proposal in the teaching social sciences course based on the TPACK model by integrating ICTs and history instruction using Spanish and European digitized primary historical sources. Finally, the third was evaluating the impact of this didactic proposal on developing the knowledge types linked to the TPACK model, especially content knowledge (CK) and its technological content knowledge (TCK) and pedagogical content knowledge (PCK) combinations.
Highlights
The development of information and communication technologies (ICTs) has been one of the most significant constituents of change in recent decades (Mishra and Koehler, 2006)
This study is based on two questionnaires before and after implementing a didactic experience using the teaching–learning technological pedagogical content knowledge (TPACK) model and three ICT resources linked to history and the digitalization of primary sources (BNE, PARES, and EUROPEANA) in the classroom
The questionnaires contained a first general identification part and a second part that included closed, open, and Likert-type questions (Cejas León et al, 2016; Lopera Pérez et al, 2020), which corresponded to selfperception of the TPACK model knowledge types: pedagogical content knowledge (PCK) in questions aimed at applying several historical thinking aspects in the primary classroom; technological pedagogical knowledge (TPK) in questions focused on ICT knowledge and its application in the social sciences classroom in primary school; and technological content knowledge (TCK) in questions on integrating ICTs in the history classroom
Summary
The development of information and communication technologies (ICTs) has been one of the most significant constituents of change in recent decades (Mishra and Koehler, 2006). This accelerated change has highlighted the need to begin promoting the development of DC in classrooms based on improved pedagogy and the significant development of digital competence of educators (DCE) (CaberoAlmenara and Llorente-Cejudo, 2020; Romero Tena et al, 2021) This position, which has become increasingly widespread among social sectors (García-Valcárcel and Martín del Pozo, 2016), has been echoed at all institutional levels in recent years: in the creation of national and international standards that include improvement and implementation proposals for DC and DCE (International Society for Technology in Education [ISTE], 2008; UNESCO (2008, 2016); Ministry of Education Malaysia, 2012; DIGCOM; DigComEdu), and in curricular and legislative development for use in classrooms. With technological innovation as an objective, and using the bases of PCK, Mishra and Koehler (2006) added a new type of knowledge, TK, and developed their new model, originally known as TPCK and later as TPACK (Jang and Chen, 2010)
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