Technological Pedagogical Knowledge Research Articles

Melting the Content, Pedagogy and Technology in the Same Pot: Insights into EFL Instructors’ TPACK Perceptions in Digital Era

Digital era necessitates not only knowledge of content and teaching methods but also integration of technology in language instruction. Covid-19 pandemic has constituted one of the critical reasons that accelerated the inclusion of digital tools into the teaching practice. Using the technological pedagogical and content knowledge framework, the present study dwelled upon the EFL instructors’ perceived TPACK levels and the probable changes that they experienced in their technological skills and knowledge after pandemic. The EFL instructors working at both state and private universities formed the participants of the study. Based on the mixed research method, the study gathered the data were both quantitatively and qualitatively. The quantitative data were collected through TPACK-Deep Scale and, open-ended question form was administrated for the qualitative data. The results indicated that EFL instructors had higher perceptions of TPACK, and they had differing levels for each factor level depending on gender, workplace, years of experience and educational status. They also mainly experienced positive changes after pandemic and had favorable attitudes towards technology use in language teaching. Finally, the study suggested pedagogical implications to benefit from technology for instructional purposes.

Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework

Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is still little research on the preparation of pre-service teachers as AR content creators. This paper focuses on analyzing the digital competence and attitudes of teacher candidates to integrate AR in the foreign language classroom. For this purpose, eighty-five college students were assigned into different teams to create their own AR-based projects which aimed at teaching English and content to young learners. The teacher candidates employed several software development kits (SDKs) to construct collaborative AR projects in a five-week period, including discursive and illustrative representations of the learning content. In this research based on a mixed method, quantitative and qualitative data were gathered trough AR project presentations and surveys encompassing two validated scales, the Technological Pedagogical Content Knowledge (TPACK) framework and the Augmented Reality Applications Attitudes Scale (ARAAS). The statistical data and qualitative findings revealed that the participants lacked practical knowledge on AR content creation and implementation in Education. The major problems were related to the TPK (Technological Pedagogical Knowledge) intersection since participants had been previously trained in AR technology just as recipients and not as content creators and educators.

A Phenomenological Study of Educators' Experience After a Year of the COVID-19 Pandemic.

This phenomenological study investigated educators’ lived experiences of teaching online in higher institutions in Malaysia. Data, which was generated through semi-structured interviews with 20 lecturers from three universities in the country, was analysed based on the thematic analysis approach guided by the Technological, Pedagogical, and Content Knowledge (TPACK)-self-efficacy framework. The findings revealed that after a year of teaching online, the potential of technology has been acknowledged by the educators after some trials and constraints were addressed. The domains related to Technology Content Knowledge (TCK), Technology Pedagogical Knowledge (TPK), and TPACK were evident in the findings. However, Pedagogical Content Knowledge (PCK) was not given emphasis, hence this manuscript argues that educators need to be constantly reminded of the significance of PCK. The findings discussed in this manuscript can be a helpful guide for educators when there is a need for them to teach online.

Framework of Technological Pedagogical (TPACK) On Teacher’s Backgrounds in Geography Learning In Muna Distric

Educationhave a big influence in the world of education, one of which is the role of the teacher who is no longer a source of learning, but the teacher is only a facilitator. Advances in Information, Knowledge and Technology pose challenges to teachers in finding relevant roles in order to measure student learning progress in order to face challenges in the 21st century. This study aims to determine the Technological Pedagogical Content Knowledge (TPACK) Competencies of Geography teachers in Muna Regency, (Research This study uses a survey method with quantitative descriptive analysis. With the results of the study showing that: The quality of the TPACK framework for geography teachers in Muna Regency is in the very good category (1) In the Technological Knowledge (TK) subdomain, geography teachers in Muna Regency are in Good criteria, (2) Pedagogical Knowledge (PK) of geography teachers in Muna Regency is in very good criteria and masters pedagogy very well, (3) Content Knowledge (CK) of geography teachers in Muna Regency is also in very good criteria which includes mastery of good content. very good, (4) Technological Content Knowledge ( TCK) geography teachers in Muna Regency are in good criteria, (5) Pedagogical Content Knowledge (PCK) for geography teachers are in very good criteria, (6) Technological Pedagogical Knowledge (TPK) is in good category, and (7) Technological Pedagogical Content Knowledge (TPACK) of geography teachers in Muna Regency is in the very good category.

TPACK Instrument For English Language Teachers in A Malaysian Secondary School Context

Technology integration into education has seen initiatives carried out by the Malaysian government involving resource enrichment, professional development and training, and the expansion of tools and content available on multiple platforms. The teachers are at the core of realising and executing the integration of technology into classroom instruction. As such, teacher knowledge required for technology integration is of utmost importance. The Technological Pedagogical Content Knowledge (TPACK) framework proposes that a teacher needs to be equipped and competent in all the seven components: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPCK) to integrate technology effectively into their instructions. This study aims to adapt the survey of English as Foreign Language - Technological Pedagogical Content Knowledge (EFL-TPACK) by Baser et al (2015) and investigate the reliability and validity of the instrument when used in the context of Malaysian secondary school English language teachers. Twenty secondary school English language teachers in Sarawak participated in this study, and the IBM SPSS 21 was used for statistical analyses. The reliability of the instrument is at a Cronbach Alpha of 0.95 overall. The final TPACK survey included 38 items: 9 TK, 6 PK, 4 CK, 5 PCK, 3 TCK, 7 TPK, and 4 TPCK items. The survey also showed all positive inter-item correlations suggesting convergent validity. The adapted TPACK survey is found to be reliable and valid to be administered to measure the TPACK level of English language teachers in the Malaysian secondary school context.

TPACK leveraged: A redesigned online educational technology course for STEM preservice teachers

Integration of computational thinking and programming into science, technology, engineering, and math (STEM) classes is needed to promote students’ learning of twenty-first century skills. Yet, teachers are not equipped to achieve this integration successfully as teacher education curricula do not generally align with this need. With the Covid-19 outbreak, curricula also need to be adapted for online environments. This qualitative study presents the redesign of an educational technology course that introduces programming and computational thinking to STEM preservice teachers for online settings, and explores learning experiences of preservice teachers, in terms of how they combine technological knowledge with pedagogy and content. Data were collected from course artifacts, such as reading responses, coding challenges, and lesson designs and implementations. The findings showed the online course design was helpful in enhancing preservice STEM teachers’ pedagogical approaches of how to teach computational thinking and programming. Offering hands-on coding practices in the course allowed preservice teachers to improve their technological knowledge (programming), and they were able to integrate their technological pedagogical knowledge into their content area and design meaningful lessons. The study offers implications for design of online teacher education courses that promote preservice teachers’ technological pedagogical content knowledge for computational thinking and programming. Implications for practice or policy: The online course design implemented in this study can be adjusted into different contexts, considering that fully-online or blended teacher education courses will still be needed in the future. The design guidelines used in this study can be utilised to develop online teacher education modules for educational technology topics other than programming. The question prompts given to preservice teachers in the study can be refined to trigger deeper reflection on pedagogy of computing education.

The Readiness on the Implementation of the Special Program for Information and Communication Technology

The study evaluated the implementation of the Special Program for Information and Communication Technology (SP-ICT). Two hundred seventy teachers and forty-six school heads involve in the implementation of the program for the last three years served as respondents. Data were gathered by using a questionnaire. Data were statistically analyzed to determine what variables predict the extent on the implementation of the special program for ICT. Results revealed that the older the teacher, the more they are likely to be ready in the implementation of the SP-ICT as far as instructional supervision, manpower and learning resources are concerned. Young school heads with low educational backgrounds were found to have equipped with modern day technological knowledge and application. School and teachers’ readiness in the implementation of SP-ICT were significantly correlated. Their readiness was significantly correlated to the extent of implementation of SP-ICT in terms of planning and implementation. Furthermore, research found out that technological knowledge and technological pedagogical knowledge were statistically significant predictors of planning the implementation of SP-ICT.

English as a foreign language teachers’ perceptions regarding their pedagogical-technological knowledge and its implementation in distance learning during COVID-19

With the educational revolution driven by COVID-19, traditional face-to-face teaching methods have rapidly been transformed into accessible, reliable online distance education. This has meant revisiting and reinventing existing technology-based educational processes and models. This study investigates whether teachers of English as a Foreign Language (EFL) are confident that they have the requisite knowledge of how particular technologies are used for remote teaching, both during COVID-19 and as they look to the future. By adopting a mixed-method approach, this paper investigates teacher practices and perceptions regarding teaching online during Covid-19's emergency remote teaching. One hundred and twenty-nine participants were recruited through an online survey. All analyses were carried out using SPSS version 25. Data was based on ranking and non-parametric tests were used. Qualitative data from the open-ended question were analyzed using data-driven thematic analysis. Teachers reported significantly increased reliance on self-teaching, colleagues' knowledge, staff tutorials, and online school support. The gap between knowledge and usage of digital tools was found to be associated with the challenges facing EFL teachers with distance learning. Teachers who reported knowing more or roughly the same about the tools compared to their usage of them knew how to incorporate their knowledge into their practical teaching, took control over the management of their instruction, and had higher pupil engagement and motivation. However, teachers whose knowledge of digital tools was lower than their usage encountered technological difficulties that impaired their teaching. Some implications can be drawn from the study, such as the need for teacher education programs to improve teacher awareness of new pedagogical-technological learning methods, and the importance of providing opportunities to acquire digital competence and encourage teachers to adapt personally to new digital technologies within specific disciplinary contexts. Our findings have both theoretical and practical implications for pre- and in-service teacher training.

Exploring the Effect of Science Teachers’ Age Group on Technological Knowledge, Technological Content and Pedagogical Knowledge in Augmented Reality

This study describes the effect of science teachers’ cognizance of technological knowledge, technological content and pedagogical knowledge towards augmented reality across five age groups. This pilot study involved 44 science teachers from Penang, Malaysia using a 5-point Likert scale instrument. The administered survey instruments consisted of 18 questions on technological knowledge; technological content knowledge; and technological pedagogical knowledge. The analyses showed that generally teachers had good technological knowledge but their technological content and pedagogical knowledge seemed to be less. The results also showed that two items had significant differences using the Kruskal Wallis non-parametric test. The findings would be used as a tool to revise the servicing teachers’ technological practices using augmented reality incorporated in their daily teaching and learning sessions to obtain better learning outcomes. The research findings could also be used for further research exploring other variables affecting teachers’ technological knowledge. The intervention may be used in teachers’ training curriculum and continuing professional development in terms of determining their level of technological content and pedagogical knowledge that would increase the interest of students in learning and exploring science using Augmented Reality.

Exploring secondary school teachers' TPACK for video-based flipped learning: the role of pedagogical beliefs.

Video-based flipped learning (VFL) has become a popular form of flipped learning. However, teachers’ technological pedagogical content knowledge (TPACK) for video-based flipped learning is still under-explored. A TPACK-VFL questionnaire for assessing teachers’ TPACK for VFL was developed and validated with both EFA and CFA in this study to fill the research gap. After instrument development and validation, a total of 211 secondary school teachers’ TPACK for VFL, their pedagogical beliefs, and the role of teacher pedagogical beliefs on their TPACK for VFL were explored in this study. The results showed that the secondary school teachers in this study generally expressed sufficient confidence in their TPACK for VFL. They tended to have strong learner-centered pedagogical beliefs and moderate teacher-centered pedagogical beliefs. Besides, compared with the senior high school teachers, the junior high school teachers showed significantly higher confidence in their technological pedagogical content knowledge (TPACK) for VFL (p < 0.05). This study also found that the teachers’ learner-centered pedagogical belief was significantly correlated with their content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) (p < 0.05). In contrast, their teacher-centered pedagogical belief was significantly correlated with their TCK, TPK, and TPACK (p < 0.05). Cluster analysis was conducted based on the teachers’ pedagogical beliefs, which yielded three groups: the Learner-centered Group, the Double-emphasis Group, and the Neutral Group. A series of ANOVA confirmed that the three groups of teachers significantly differed in their CK, PK, PCK, and TPACK (p < 0.05), indicating that teachers’ pedagogical beliefs played a role in their TPACK for VFL. A series of post hoc analyses further revealed that, in general, the teachers in the Double-emphasis Group (i.e., those teachers who held both strong learner-centered and teacher-centered pedagogical beliefs) showed better TPACK for VFL.

PENGARUH PENGETAHUAN TEKNOLOGI PEDAGOGI KANDUNGAN DAN KOMITMEN TERHADAP MOTIVASI GURU FIZIK MELAKSANAKAN PENGAJARAN DAN PEMBELAJARAN DALAM TALIAN DI SABAH

Most educational institutions were closed as one of the measures to deal with the COVID-19 pandemic. To continue the educational process, teachers are mobilized to adapt online teaching and learning (TL) methods. However, previous studies have found that teacher motivation is affected as a result of this pandemic. Therefore, a quantitative study using the questionnaire was conducted to determine the influence of Technological Pedagogical Content Knowledge (TPACK) and commitment on the motivation of Physics teachers in Sabah in implementing TL. A total of 77 male Physics teachers and 109 female Physics teachers in Sabah were selected using a stratified random sampling method. Survey instruments with high reliability; TPACK (α=.930), teacher’s commitment (α=.872) and motivation to implement online TL (α=.750), were administered to 186 Physics teachers. Descriptive analysis using SPSS found that the level of TPACK, commitment and motivation of Physics teachers in implementing TL are at a high level. Furthermore, multiple regression analysis found that the constructs of Content Knowledge and Content Pedagogical Technology Knowledge in TPACK have a significant relationship and influence on the motivation to implement TL online. The constructs of commitment namely Commitment to School, Commitment to Teaching, and Commitment to Profession were also found to have a significant relationship and influence on the motivation to implement TL. This study is useful to stakeholders in understanding the situation of Physics teachers while carrying out essential tasks in the context of the Covid-19 pandemic, to formulate relevant policies and programs for the survival of the national education system.

Technological Pedagogical and Content Knowledge (TPACK) Of Teachers in Relation to the Context and Their Teaching Performance, Loon, Bohol

The Technological Pedagogical and Content Knowledge (TPACK) framework, developed by Mishra &amp; Koehler, provide relevant and comprehensive knowledge necessary for 21st-century and technology-oriented teaching. This study chiefly intends to determine the TPACK level in relation to the context and their teaching performance. This study utilized a quantitative-correlational method using a survey research design to gather the TPACK and context levels; and a documentary analysis of the Individual Performance Commitment and Review Form (IPCRF), the school year 2019-2020, to gather the teaching performance. The respondents of the study were the teachers from the public secondary school of Loon, Bohol, with 90 teachers as the sample. The researcher complied with the Research Ethics Committee's requirements to guarantee the proper observation of the research ethics protocol. Results showed that the teacher respondents had a very high level of TPACK and a very satisfactory teaching performance. The respondents also rated their context with a very high level. In the further analysis of the gathered results, findings revealed that the respondents' TPACK had a significant relationship to the context, but none to the teaching performance. It also showed that the respondents' context and teaching performance had an insignificant relationship.

Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: language teachers’ technological needs and suggestions

Drawing on qualitative research, this study explores the Iranian EFL teachers’ technological needs and their suggestions for using computer-assisted language learning (CALL) during the COVID-19 pandemic. We analyzed the narratives produced by 66 English as a Foreign Language (EFL) teachers for their themes through deductive and inductive thematic analysis phases using MAXQDA. The findings indicate that CALL teacher preparation programs should prioritize technological pedagogical knowledge (TPK), then technological content knowledge (TCK), and finally technological knowledge (TK). Moreover, teachers stated that CALL teacher preparation programs should develop their knowledge concerning the intersections of TCK/TPK and TPK/TK. Furthermore, Iranian EFL teachers suggested that CALL can be used during the pandemic if cooperation among teachers, students, and parents will be made, technological-related infrastructures will be developed, and teacher preparation programs will develop EFL teachers’ collaboration, digital literacy, teacher autonomy, and TPK with special attention to the educational needs made by the pandemic situation. The findings have implications for teacher educators, professional development course designers and providers, and decision-makers by highlighting promising directions to devote their precious time and resources.

The Effects of TPACK Instrument Variables on Teacher Candidates in Higher Education

Being able to use ICT by physics, math, biology and chemistry teacher candidates is important in the Covid- 19 pandemic situation. The purpose of the study was to examine the effects of Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) instrument variables on physics, math, biology, and chemistry teacher candidates. This study used a questionnaire consisting of 75 items to collect the data from 400 respondents. The data were analysed by using the Structural Equation Model-Partial Least Square (SEM-PLS). The findings indicated that there were positive relationships among the variables of the TPACK. Of the 18 variables that had been analysed, 12 variables had direct relationships with other variables, and 6 variables had no direct relationships. Of the 12 variables, there were 10 variables that had positive relationships and significant effects.

The discourse of design: Patterns of TPACK Contribution during pre-service teacher learning design conversations.

Analysing pre-service teachers’ learning design conversations in relation to Technological Pedagogical and Content Knowledge (TPACK) framework to understand their learning design practices has remained unexplored. This paper presents findings from a study of pre-service teachers’ design discourses that identified how TPACK elements were used during their collaborative design of technology-enhanced lessons. Through thematic analysis of 81 design conversations in two cycles, it was found that pre-service teachers discussed design related issues, TPACK elements, and context in their design conversations with dominant references to design-related issues, substantial occurrences of single TPACK elements, and lower frequencies of integrated TPACK elements and context. Practical recommendations and a Design-TPACK or ‘D-TPACK’ framework were proposed to support pre-service teachers’ learning design practices.

The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors

The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretical perspective of showing whether a teacher can effectively design and conduct technology-enhanced instruction. In addition, social cognitive variables like self-efficacy, outcome expectations, interest and intentions play a vital role in whether teachers choose to integrate technology into their instructional practices. Therefore, this study aimed to investigate the relationships between TPACK dimensions and these social cognitive variables to understand teachers’ behaviors in technology integration. For this purpose, a hypothetical model was designed and tested through structural equation modeling to investigate the relationships among these variables. The research sample consisted of 850 teachers from Turkey. The study findings demonstrate that especially teachers' technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK-core (different interactions of CK and PK with TK) together with their self-efficacy, outcome expectations, and interest have impacts on their intentions to use educational technologies. In this context, teachers with a high level of technological pedagogical content knowledge are more interested in educational technologies, their expectations regarding the outcomes of using instructional technologies increase and they develop behavioral intentions of using educational technologies; as a result, they see/evaluate themselves as more qualified in technology integration. Consequently, the study results are expected to contribute to a better understanding of teachers' behaviors and beliefs toward technology integration in education.

Technological Pedagogical Content Knowledge: Ability Prospective Teachers Biology Education Department In Jakarta Indonesia

The era of globalization and pandemic has greatly affected education, especially in the teaching and learning processes. Offline learning system must be changed to an online learning system. Prospective teachers are required to explore both knowledge and technology, so that effective and meaningful learning can be created. This research was a descriptive study with a quantitative approach to determine, analyze, and describe the Technological Pedagogical Content Knowledge (TPCK) abilities of prospective teachers of the Biology Education Department A private university in Jakarta, Indonesia. The research subjects were 8th semester students totaling 197 students. The instrument for collecting data on the TPACK ability of prospective teachers was questionnaires distributed through Google Forms. The results of questionnaire analyzed seven aspects of the TPACK abilities of prospective Biology teachers, including Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical and Content Knowledge (TPCK). The results of this study indicated that the TPCK ability of prospective teachers is in sufficient criteria with an average value of 3.15. This showcases that it is still necessary to improve the TPACK abilities of prospective teachers in several aspects, namely mastery of content, pedagogy, and technology. ICT-based educational innovation is also needed to develop learning tools and instruments based on TPCK for prospective teachers of Biology Education Department A private university in Jakarta, Indonesia.

Exploring the factors affecting pre-service science teachers’ actual use of technology during teaching practice

The primary objective of the research reported on here was to decide whether a combined framework of the theory of planned behaviour (TPB) and technological pedagogical and content knowledge (TPACK) could be a valid and reliable model to predict Indonesian pre-service science teachers’ (PSTs’) actual use of technology (AUT) during teaching practice. A survey instrument consisting of attitudes (ATs), subjective norms (SN), perceived behavioural control (PBC), technological pedagogical knowledge (TPK), technological content knowledge (TCK), technological pedagogical content knowledge (TPCK), and AUT was adapted from previous studies and validated through face and content validity. Thereafter, the instrument was piloted to 135 PSTs and validated through exploratory factor analysis (EFA). The sample (n = 457) completed the instrument during the main data collection. The data analysis was done through the steps of partial least square structural equation modelling (PLS-SEM), t-test, and analysis of variance (ANOVA). Through the measurement model phase, the combined framework was reported to be reliable and valid. SN was the strongest predictor (β = .445) of AUT, followed by PBC (β = .281). Meanwhile, AT, TPK, TCK, and TPCK were reported to be insignificant. Additionally, significant differences regarding AUT were reported based on gender and institution. An insignificant relationship emerged based on information and communication technology (ICT) -based courses.

Investigating English language teachers at tertiary level in adopting technological pedagogical content knowledge: Challenges in the 21st century

In this 21st century era, English teachers must have good knowledge of English as well as the skills of using various technology in order to make their teaching-learning process go smoothly. Nowadays, technology is like the primary need in every sector, especially in education sector. English lecturers should be able to adapt with the changes of teaching environment since the use of computers, laptops and other tools are becoming the big necessity in our daily life. There are three things that must be considered; technology, pedagogy and content knowledge. By understanding them, the teaching-learning process will become perfect. This article aims to find the perceptions of TPACK how it helps English lecturers achieve their goals. The data were taken from 3 English language lecturers of three different departments as the respondents. This mini research used descriptive quantitative in which the data were collected through observation and were analysed with data reduction, interpretation, and description. The findings shows that the score for content knowledge (CK) for all teachers ranges 78%-80 %, pedagogical knowledge (PK) ranges 55%-65%, technological knowledge (TK) ranges 60%-75%. Meanwhile score for Technological Content Knowledge (TCK) ranges 77%-82%, Technological Pedagogical Knowledge ranges (TPK) 60%-67%, TPACK 72%-75%. These imply that lecturers of polytechnics are good and skilful to integrate the technology with pedagogic and content knowledge.

A New TPACK Training Model for Tackling the Ongoing Challenges of COVID-19

This study investigated the effects of integrating the “CloudClassRoom” (CCR) and the DEmo-CO-design/teach-feedback-DEbriefing (DECODE) model to improve pre-service teachers’ online technological pedagogical and content knowledge (TPACK). The DECODE model includes four stages: Teacher’s DEmonstrations, Students CO-train in using CloudClassRoom, Students CO-design a CloudClassRoom-integrated course, Students CO-teach, and finally DE-brief what they have learned through the stages mentioned above. This model integrates teacher-student experiences, teaching-learning processes, and technology-embedded systems to promote collaborative and active learning, information and resources sharing, and creative communication. A self-evaluating questionnaire with open-ended questions evaluated participants’ technological pedagogical and content knowledge outcomes. CloudClassRoom significantly increases technology-related knowledge considering the current social distancing measures provoked by COVID-19. The findings show that DECODE with CloudClassRoom provides an integrated process for improving pre-service teachers’ technological pedagogical and content knowledge, assisting pre-service teachers in designing educational technology-integrated courses.