Virtual museums: a tool for studying traditional Indonesian musical instruments

As AI technologies with predictive capabilities increasingly spread, it has become necessary to leverage them in light of the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technological Pedagogical Content Knowledge (TPACK) frameworks, especially in the English language. This study investigates the factors influencing English lecturers’ intentions to adopt artificial intelligence (AI) in teaching, utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technological Pedagogical Content Knowledge (TPACK) frameworks. A quantitative research methodology was employed, collecting data from 174 English lecturers in Jordan through structured questionnaires. Structural Equation Modeling (SEM) was used to analyze the relationships between UTAUT constructs—Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC)—and TPACK components, including Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK). Reliability and validity measures confirmed the robustness of the instrument. The findings reveal that PE, EE, SI, and FC significantly predict lecturers’ Behavioral Intention (BI) to adopt AI tools. Furthermore, TPACK components, particularly Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK), mediate the relationship between UTAUT factors and BI. Facilitating Conditions and Social Influence were found to have the strongest indirect impact through TPACK constructs. The model fit indices indicated a good fit, validating the proposed hypotheses. The study underscores the importance of professional development programs to enhance educators’ TPACK and emphasizes the need for institutional support to foster AI adoption. These findings contribute to the literature on technology adoption in education and provide actionable recommendations for integrating AI into English language teaching.

Mishra and Koehler’s (2006) framework for technological pedagogical content knowledge (TPACK) is one of the most well-received and widely researched theoretical frameworks for technology integration in the classrooms. Chai et al. (2013) recent review found that more than 70 articles about TPACK have been published between 2003 and 2011 within the Scopus database. A website dedicated to TPACK research (http://tpack.org/) has accumulated more than 450 articles. The SSCI-listed journals have also published 134 articles on TPACK as of May 2015. As an analytical and creative framework, TPACK research can potentially generate deeper knowledge construction about ICT integration among researchers and educators. It could be refined, expanded, and improved upon to account for more variables that shape, empower, or constrain the development of ICT use in education (Chai et al. 2013; Voogt et al. 2013). Building upon Shulman’s (1986) model for pedagogical content knowledge, Mishra and Koehler (2006) added the dimension of technological knowledge and demonstrated how various kinds of teacher knowledge can be derived from the integration of technological, pedagogical, and content knowledge. These integrated forms of knowledge are pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). Together with technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), these seven kinds of knowledge make up the TPACK framework. While this framework provides specifications for the kinds of teacher knowledge involved during technology integration, how teachers, educators, and researchers can create more technological pedagogical content knowledge need to be further unpacked. Tee and Lee (2011) have aptly positioned generating TPACK as a knowledge creation endeavor and Kramarski and Michalsky (2010) have found it necessary to support pre-service teachers’ metacognitive self-regulation as they create TPACK through design. The creation of knowledge is a complex matter and coupled with the situated nature of TPACK (Mishra and Koehler 2006); further theorizing of the epistemic nature and processes involved in creating TPACK are needed. Specifically, the TPACK framework specifies what teachers need to integrate technology but not how the process can be improved (Cox and Graham 2009). On the other hand, there is much emphasis on the use of technology to support pedagogical improvements, especially the kinds of pedagogies that support students to foster twenty-first century competencies (ISTE 2007; P21, 2007). Voogt and Roblin (2012) have identified ICT-based learning as a common element across all twenty-first century learning frameworks they have reviewed. ICT could be used as a cognitive tool, metacognitive tool, and epistemic tool to support critical thinking, creative and inventive thinking and authentic problem solving, which are also common elements of twenty-first century learning. Yet, there is still a lack of understanding about how the seven TPACK constructs are being applied by teachers as they formulate technology-integrated lessons to promote twenty-first century learning & Joyce Hwee Ling Koh joyce.koh@nie.edu.sg

This quantitative study examined the dynamics of the Technological Pedagogical Content Knowledge (TPACK) framework within mathematics education, centring on the role of Contextual Knowledge (XK). The research, conducted with middle school mathematics teachers in Chongqing, China, employed structural equation modelling (SEM) to explore the relationships between various TPACK components. The study establishes discriminant validity and demonstrates an excellent fit for the SEM model. Notably, it uncovers significant correlations within the TPACK framework, with a special emphasis on the influence of XK. The findings indicate that XK, in conjunction with Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK), considerably impacts the overall TPACK construct. The research highlights the critical influence of XK on key TPACK components, such as Technological Pedagogical Knowledge (TPK), PCK, and TPACK itself. These results underline the importance of integrating XK in professional development programs focused on TPACK, accentuating its vital role in effectively integrating technology in mathematics education. This study significantly contributes to the academic understanding of TPACK’s complex dynamics. It provides essential insights for enhancing technology integration in mathematics education, offering valuable guidance for educational practitioners and policymakers.

Background While virtual reality (VR) shows promise for enhancing STEM education, most research relies on short interventions with pre- and post-designs, limiting the understanding of how classroom integration of VR unfolds across extended instructional periods and excluding instructor behavior and perspectives from analysis. Objective This study examines instructor and student dynamics during semester-long VR integration in an undergraduate neuroanatomy lab instruction, applying the Technological Pedagogical Content Knowledge (TPACK) framework to analyze instructor knowledge profiles and the Expectancy-Value Theory (EVT) to examine student motivational responses. Methods A focused ethnographic case study was conducted at a public university in California during the Spring 2024 semester. Data included seven classroom observations across 16 weeks, a 60-min semi-structured instructor interview, and a 45-min student focus group (n = 6). Analysis employed theoretically grounded coding with TPACK and EVT constructs, triangulation across data sources, and inter-coder reliability procedures. Results Three key findings emerged: (1) The instructor’s TPACK profile revealed strong Technological Content Knowledge (TCK), i.e., understanding VR’s potential for neuroanatomical visualization, but underdeveloped Technological Pedagogical Knowledge (TPK), which created implementation gaps; (2) Student experiences reflected EVT dynamics where low expectancy beliefs, unclear utility value perceptions, and elevated cost of VR overshadowed intrinsic value; (3) Misalignment between instructor TPACK assumptions and student EVT profiles generated friction and discrepancy that both parties recognized but could not fully resolve during the semester. Conclusion This study demonstrates that effective VR integration requires alignment between the instructor’s knowledge, especially technological pedagogical knowledge, and the student’s motivational dynamics. A TPACK-EVT integration framework is proposed to connect instructor knowledge to student motivation, offering a theoretical contribution to VR education research and practical implications for faculty development.

Background and Objectives: Current reform efforts in science education emphasize the integration of technology to enhance instructional practices and improve student learning outcomes. To achieve this, teachers must develop the necessary knowledge and skills to effectively incorporate technology into their instruction. The Technological Pedagogical Content Knowledge (TPACK) framework serves as a crucial model that helps teachers connect subject matter knowledge, pedagogical strategies, and technological tools to create meaningful learning experiences. A solid understanding of TPACK allows teachers to select appropriate technologies that align with both content and instructional methods. This ensures their teaching aligns with modern educational needs and enhances student learning outcomes. However, most existing studies on teachers' perceptions of TPACK focus primarily on assessing their perceived competency levels and their alignment with components of the framework. Studies lack an in-depth analysis of how science teachers perceive TPACK, including its characteristics, strengths, and weaknesses. Therefore, a more in-depth investigation is essential to provide professional development for teachers in Opportunity Expansion Schools, where resources are limited and traditional teaching methods persist. Methodology: This qualitative research was conducted by means of a case study that aimed to examine the perceptions of TPACK by three lower secondary science teachers from an Opportunity Expansion School in Chaiyaphum Province, Thailand. These teachers were selected based on their self-reported low TPACK scores. The research utilized various data collection methods, including semi-structured interviews, lesson plan analysis, and classroom observations. A content analysis approach was used to examine the collected data, and triangulation was applied to ensure validity by comparing findings across different data sources. The analysis focused on the seven components of the TPACK framework: Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). Main Results: The findings revealed that the teachers’ perceptions of TPACK were not aligned with most components of the framework, excluding CK. The teachers demonstrated strong CK due to their academic backgrounds in science and extensive teaching experience. However, their PK , PCK, TK, TCK, TPK and TPACK were limited, as their teaching relied predominantly on lectures, with little consideration for diverse or content-specific teaching strategies. Discussion: Regarding TK and TCK, the teachers primarily used basic technologies, such as PowerPoint and video clips, and lacked the ability to incorporate additional technologies that are suitable and specific to science content. Furthermore, their TCK, TPK and TPACK demonstrated significant gaps, as the teachers struggled to integrate technology effectively into content-specific teaching strategies, which is critical for fostering analytical thinking and inquiry-based learning. The findings highlight the need to enhance science teachers' knowledge and skills in TPACK to effectively integrate technology into their teaching. In particular, emphasis should be placed on the professional development of science teachers in Opportunity Expansion Schools. Conclusion: This study hopes to contribute to the improvement of science education by raising awareness of the need for teachers to strengthen their Technological Pedagogical Content Knowledge (TPACK) competencies. Promotion of such training will improve science education by fostering the meaningful integration of technology in the classroom, ultimately enhancing student outcomes.

The seven constructs of the technological pedagogical content knowledge (TPACK) framework has been widely adopted as a theoretical basis for understanding the scope of teachers’ information and communication technology (ICT) expertise. Despite this, very little is understood about the inter-relationships between these constructs, especially how these relationships are related to teachers’ TPACK. As a result, the theory–practice nexus of this framework remains weak. In this study, a structural equation model based on Mishra and Koehler’s TPACK framework was developed to describe the TPACK perceptions of 455 practicing teachers in Singapore. The study shows that teachers, perceived TPACK to be formulated from the direct effects of technological knowledge and pedagogical knowledge. They also perceived these knowledge sources to contribute to the development of technological pedagogical knowledge and technological content knowledge, which also contributed to their TPACK. In these teachers’ conceptions of TPACK, however, the effects of content knowledge and pedagogical content knowledge were not evident. The implications of these relationships to the design of teacher professional development in ICT are discussed.

The purpose of this study is to identify the factors that shape pre-service teachers' (PSTs) online teaching practices within the technological pedagogical content knowledge (TPACK) framework. Ten science PSTs and nine mathematics PSTs who experienced the practical part face-to-face and the theoretical part online of the Teaching Practice 2 course participated in this study based on a multiple case study design. The researchers collected data through online lesson videos and the TPACK in Online Teaching Survey. Descriptive statistics were used for the survey analysis, while the document analysis technique was through TPACK in Online Teaching Checklist for online lesson videos. The results show that PSTs have some problems, especially in the technological and pedagogical knowledge components of TPACK. Both groups do not have adequate knowledge of the technological tools of assessment, because they give it the least importance. They generally use standard technologies such as presentations or office programs. Their use of the same technologies to identify and teach the subject indicates their limited conceptualizations of technological pedagogical knowledge (TPK) and technological content knowledge (TCK). PSTs need improvement in promoting teacher-student interaction through interactive learning and assessment tools. Some recommendations for teacher education programs are offered.

Knowledge related to the effective use of educational technologies has become widely recognized as an important aspect of an educator’s knowledge-based for the 21st century. The study sought to assess and measure the perception of elementary teachers handling science in Pasay City on their understanding of the Technological Pedagogical Content Knowledge (TPACK) framework and its related constructs. It also aimed to find out how science teachers used technology in general. Surveys, focus group discussions, and strengths, weaknesses, opportunities, and threats (SWOT) analysis methods were used to gather data. Thematic analysis was also used to interpret the responses qualitatively. For triangulation purposes, master teachers and science coordinators were also involved in the data gathering. Among the subscales of TPACK, science teachers’ pedagogical knowledge (PK) garnered the highest mean (3.48), while technological knowledge (TK) obtained the lowest mean (3.17). Technological pedagogical knowledge (TPK) had a very strong positive relationship (r = 0.854), while TK was strongly correlated (r = 0.631) to overall TPACK. The overall TPACK and other TPACK subscales are found to have a significant relationship. As revealed in the FGD, science teachers frequently used ICT tools to explore, elaborate or demonstrate a concept to pupils to further their understanding. However, some of the teachers claimed that their level of confidence in using ICT tools did not meet the required skills. This resulted in a proposed professional development program focusing on the three features of the TPACK framework: pedagogy, technology, and content.

Technological pedagogical content knowledge (TPACK) provides a framework of teacher knowledge to integrate technology into education successfully. Applying digital technologies to TPACK in order to understand the range of language teachers’ ability levels is of considerable importance. The present study sought to examine Iranian EFL teachers’ perceived knowledge of Web 2.0 technologies in light of Mishra and Koehler’s (2006) TPACK framework. To this end, a structural model was put forth on the basis of interactions of the TPACK seven-factor model. The participants of the study consisted of 160 EFL teachers, who were selected through an alternative sampling procedure. The data were collected from the participants through a TPACK-EFL questionnaire. The structural equation modeling (SEM) technique was employed to analyze the pathways of Web 2.0 technology, pedagogy, and content and their interactions in the TPACK model. The results revealed that Web 2.0 technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), as core knowledge components, influenced the second-level knowledge bases, namely technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and technological content knowledge (TCK) positively and directly except for one construct. Conversely, the impacts of TK, PK, and CK on TPACK were not statistically significant, and, as a result, did not work towards developing EFL teachers’ TPACK. Furthermore, TPK, TCK, and PCK were found to serve as contributing factors in the development of TPACK. Finally, the pedagogical and theoretical implications of interrelationships between the constructs and possible interpretations are discussed.

Rural education, particularly in the Global South, faces distinct challenges flowing from low socio-economic conditions, limited resources, and inadequate funding. These issues notably affect rural teachers’ abilities to deliver quality education. Although technology integration offers potential benefits and rural teachers have increased access to various technologies, they frequently adopt these tools spontaneously without guidelines. While many teachers in rural schools choose specific technologies to address teaching challenges, technology has to be integrated with a clear pedagogical intent. The rural teachers’ frequent adoption of technologies hints at technological pedagogical content knowledge (TPACK) development, consciously or unconsciously. However, the process of developing this expertise remains largely unknown. Furthermore, the development of TPACK among teachers in rural Global South schools, particularly those who did not receive formal or informal technology training during their initial teacher education or professional development, remains unclear. Therefore, this research delved into the practices, factors, and experiences influencing the development of TPACK, all from the perspective of Life Sciences teachers in rural schools. The voices of teachers in rural regions have been notably absent in the broader discourse of TPACK research, making the current study’s insights particularly significant. This qualitative and investigative study, located within the interpretivist paradigm, is grounded in Vygotsky’s (1978) socio-cultural theory and Koehler and Mishra’s (2006) Technological Pedagogical Content Knowledge framework. Seven Life Sciences teachers participated in the study. The teacher participants were purposively sampled from schools in the Joe Gqabi district in the Eastern Cape province of South Africa. Multiple data-generation instruments were employed. These included a questionnaire, semi-structured interviews, lesson observations, and sharing circle discussions. A thematic analysis approach, guided by the study’s dual theoretical perspective, was applied to dissect and analyse the data. The study’s findings challenged the prevailing assumption that rural schools lack access to technological resources, unveiling that rural Life Sciences teachers in this research had access to diverse educational technologies. Nevertheless, despite improved technology accessibility, these teachers predominantly employed ‘simple skill-based’ technologies for content delivery, resulting in limited learner engagement. Notwithstanding the challenges posed by inadequate school infrastructure, limited electricity access, and poor Internet connectivity, this investigation found that Life Sciences teachers in rural settings who lack formal technology integration training demonstrated enthusiasm for incorporating technology into their teaching methods. Furthermore, these teachers exhibited strength in non-technological TPACK domains, such as content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), while demonstrating limited expertise in technology-related domains, such as technological knowledge (TK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). The study uncovered nuanced factors, practices, and experiences contributing to TPACK development among rural Life Sciences teachers. These include learning from their learners, collaborating with peers, and engaging in self-directed learning. The study also proposed a new theoretical perspective to the existing TPACK framework to cater for technology integration in rural school contexts. Overall, this research provided a unique perspective on TPACK development in rural schools, particularly in the Global South. The study recommended targeted investments in professional development, promoting peer collaboration, and fostering a culture of self-directed learning. Furthermore, the current research emphasised the importance of recognising the evolving educational landscape as a two-way knowledge exchange between teachers and learners to foster TPACK development in rural schools.

In the context of twenty-first-century information and communication technologies, the Technological Pedagogical Content Knowledge (TPACK) framework is a new way of conceptualizing categories of knowledge required by teachers to achieve technology integration in educational practice. The main purpose of this review is to identify research on the TPACK framework in the field of health professions education. Journal empirical studies from 4 databases are included in this review. Of the 76 selected articles, nine met the selection criteria. The findings in the examined papers highlighted four themes: TPACK level measurement, TPACK relationship with other variables, TPACK application, and professional development. Research on the TPACK framework in the health professions education area is still lacking; however, the finding indicates that the TPACK as a theoretical foundation generated positive outcomes that can guide practitioners and researchers' future practice and investigations.

Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT)

On the basis of teachers’ pedagogical content knowledge proposed by Shulman, Koehler and Mishra explicitly put forward technological pedagogical content knowledge (TPACK) framework. The study shows that TPACK is a necessary knowledge for teachers to use technology for carrying effective teaching (Koehler & Mishra, 2005). It has been found that technological pedagogical knowledge (TPK) has a significant influence on TPACK structure of pre-service teachers (Zhang, 2015). This paper mainly explores the teaching structure of classroom and the TPK structure presented by teachers. Based on the existing video analysis and coding system, this study adapted and revised a curriculum teaching code table. Methods of quantitative and qualitative combination and comparative analysis are used to explore four aspects: teaching links, students’ expected cognitive level, teaching media and TPK. This study uses the classroom video analysis method to make a comparative analysis of short teaching video of award-winninged teachers and non award-winninged teachers in a competition and explores the influence of teaching activities and TPK structure of teachers on teaching effect. The statistical analysis of the results showed that the teaching link, the teaching media, and the student’s expected cognitive level have no significant effect on the teaching effect, and TPK has a significant impact on the teaching effect.

The purpose of the current study is to examine differences between online learning and AR (Augmented Reality)/VR (Virtual Reality)-based learning, thereby providing practical implications to support teachers for AR/VR-based teaching and learning. For the study, an online questionnaire was distributed to 186 inservice elementary school teachers. The collected data was analyzed using Technological Pedagogical Content Knowledge (TPACK) framework with teacher individual-level factors (i.e., content knowledge, pedagogical knowledge, pedagogical content knowledge, information communication technology professional development (ICT PD), level of technology use, constructivist beliefs) and school-level factors (i.e., school infrastructure, support, and atmosphere) as independent variables, and teachers TPACK level for online and AR/VR-based learning as dependent variables. Results showed that teachers technology knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge in online learning were higher than those of AR/VR-based learning. Among individual-level factors, ICT PD was found to be an important influencer both in online and AR/VR-based learning, but constructivist beliefs influenced online learning only. Among school-level factors, school atmosphere for technology integration was the most influencing variable. When all variables considered, ICT PD was found to have the most importance for technology-enhanced teaching and learning.

This study focuses on the components of Technological Pedagogical Content Knowledge (TPACK) and Inventive Skills (IS) among secondary school Malay language teachers in Malaysia. TPACK is eight elements related to teacher knowledge to integrate technology, pedagogy and content components in a subject. Meanwhile, IS is a skill dimension that needs to be mastered by Malay language teachers in Malaysia. IS marks one of the most important parts of 21st century skills. Malay language teachers need to be sensitive to every transformation in the national education system in order to be in line with current needs. Therefore, this study tries to analyze the influence of TPACK components on IS among Malay language teachers. This study uses a survey research design and the study sample consists of 400 Malay language teachers of national secondary schools in Malaysia who were selected using a stratified random sampling technique. This study conducted Partial Least Squares-Structural Equation Modeling (PLS-SEM) analysis through SmartPLS 3.0 software. Overall, these eight components of TPACK can be important predictors of IS among Malay language teachers. In addition, this study also provides a clear picture to all Malay language teachers in Malaysia regarding proactive measures to master TPACK and IS components comprehensively. The knowledge and teaching skills possessed by teachers will develop in line with their experience in the national education system. Therefore, TPACK components, namely technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical content knowledge and contextual knowledge will be able to further highlight the teacher's IS during the teaching and facilitation process in the classroom especially among Malay language teachers in Malaysia.