Perceptions Of Technological Pedagogical Content Knowledge Research Articles

Investigating the Relationship between Digital Literacy and TPACK Levels of Pre-Service English Teachers

This mixed methods study explores the correlation between digital literacy and Technological Pedagogical Content Knowledge (TPACK) among pre-service English teachers at a Turkish state university. With 118 junior and senior participants, the study employs the Digital Literacy Scale and TPACK-Deep Scale for quantitative data, supplemented by focus group interviews for qualitative insights. Overall, pre-service teachers exhibited high TPACK and digital literacy levels, except for a medium proficiency level. Females scored higher in ethics. Significant differences emerged among participants with and without educational technology training, impacting digital literacy, TPACK, exertion, and proficiency. Pearson correlation analysis established a positive relationship between digital literacy and TPACK, with regression analysis identifying digital literacy as a predictor of TPACK. Qualitative findings underscore pre-service EFL teachers' perceptions of digital competence and TPACK. digital literacy ,TPACK, digital competence , pre-service English teachers

A Meta-Synthesis Study: An Investigation of Studies on EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competencies in Turkey

Technological advances have brought profound transformations into the education system. This transformation has also made it essential to use technological tools for educational aims in the 21st century. The goal of this study is to analyze a collection of studies on prospective and in-service EFL educators’ technological pedagogical content knowledge (TPACK) competencies in Turkey regarding the purpose, method, participants, data collection tools, and findings of certain studies. The study includes meta-synthesis research to present the research tendencies on TPACK competencies of pre-service and in-service EFL teachers in Turkey. In the research, a total of 22 studies were included 11 articles and 11 theses which were published between the years 2017-2022. In light of the obtained results, it can be concluded that the research trend of the remarkable number of reviewed studies is related to the determination or measuring of TPACK perceptions and to examining the effect of demographic traits such as gender, age, and educational background on EFL teachers’ TPACK levels. In the last part of the research, practical implications and suggestions for further research were offered in detail.

Instructors’ perspectives of TPACK in a vocational training classroom in Namibia

Over time, vocational education has undergone a paradigm shift due to the integration of technology into teaching and learning. This change renders it necessary for vocational training instructors to have technological pedagogical content knowledge (TPACK) for effective technology adoption and integration into teaching and student learning. However, developing competence in the intersection of technology, pedagogy and content remains a challenge for many lecturers entering vocational education. Instructors’ decisions to integrate technology depend on their perceptions of TPACK, which can influence their approach to integrating technology into teaching. This study is part of a longitudinal study that has been examining instructors’ development of TPACK in vocational education in Namibia. Using a qualitative approach and the TPACK framework, data were collected through questionnaires and focus-group interviews. The data were analysed thematically using Nvivo software. The findings reveal that instructors’ teaching experience expands their knowledge beyond technology integration, leading to a new understanding of TPACK constructs. In addition, the study shows that their disposition towards TPACK shifts with access to teaching technologies and that students’ learning needs inform Instructors’ TPACK. The study offers insights into the ways in which vocational education instructors integrate their teaching experience with technologies and relate that to the TPACK framework constructs.

Science Teachers Perceptions of Technological Pedagogical Content Knowledge (TPACK) in Urban Area

The ability of teachers' TPCK is an important factor that determines the success of improving the quality of education in urban area. The purpose of this study was to find out the perception TPCK of science teachers in Lhokseumawe City 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. Based on the results, it shows that TPACK perception of that the. Teachers in Lhokseumawe City have a good category. High school science teachers have started to integrate technology into science learning, using digital platforms recommended in the independent learning curriculum.

Evaluating the effectiveness of technological pedagogical content knowledge-based training program in enhancing pre-service teachers’ perceptions of technological pedagogical content knowledge

In this study, we sought to investigate the effect of a 2-week Technological Pedagogical Content Knowledge (TPACK)-based training program on how the pre-service teachers’ TPACK was perceived. To achieve the goal, we used four TPACK activities; Explore-Engage-Reflection-Transformation. The study employed mixed methods with a TPACK questionnaire and open questions. Increased self-efficacy perceptions of TPACK was evaluated using a one-group pre-post-post research design. The sample was 30 pre-service teachers (5 male; 25 female) at a public university in Indonesia. Paired t-test was used to examine the significant difference between pretest and posttest scores and Cohen’s d was calculated to check the strength of the effect size. As a result, the paired t-test showed that the posttest scores were significantly higher than the pretest scores for all TPACK dimensions with large effect sizes. In addition, qualitative data from students’ reflections were analyzed. It found that pre-service teachers understand the role of technology integration in the TPACK framework for creating meaningful learning experiences. Participants reflected on the role as assessment for, and as learning. Professional learning from the New Zealand education system was introduced within a holistic framework to stimulate students to be creative future-directed teachers and agents of change. This indicates that the present training program increased the pre-service teachers’ perceptions of TPACK at the end of the training. We suggest that TPACK training programs that facilitate how pre-service teachers integrate technology, content, and pedagogy to create effective technology-enriched learning environments in their subjects should be included in teacher education programs.

INVESTIGATING EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF TPACK (TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE) FOR THEIR TEACHING

This study focused on EFL pre-service teachers’ perceptions of TPACK (Technological Pedagogical Content Knowledge) for their teaching English education students at a private college in Ciamis, Indonesia. A survey study was used as a research design. The writer purposively selected 35 pre-service teachers (11 male and 24 female students) as the participants. The questionnaires were used as the research instrument in this study. This study used exploratory data analysis to analyze the data. The conclusions revealed that TK, TPK, and TPC were informed the highest percentages followed by Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK). It also revealed that they implemented their TPACK which mostly focuses on technological knowledge rather than pedagogical knowledge.Keywords: EFL pre-service teachers; English education students perceptions; TPACK.

Examining Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Perspective from Indonesian Pre-service Teachers

Understanding pre-service teachers’ perceived technological pedagogical content knowledge (TPACK) is important to better prepare them for their future STEM-related careers. Thus, this study aims to examine pre-service teachers’ perceptions of TPACK in relation to their age, gender, and grade level. To achieve this goal, a cross-sectional survey design was used in this quantitative non-experimental research. Participants included 481 (136 male; 345 female) pre-service teachers from four public and private universities in Indonesia. A 27-item PTTPACK Survey was used to gather data. Independent t-test, ANOVA, and Person’s correlation were executed to analyze the data. The findings suggested that pre-service teachers performed the highest self-confidence level in pedagogy knowledge and the lowest in technology knowledge. They rated themselves above four on a five-point scale. No significant differences for all TPACK dimensions were found in terms of gender and age. In addition, there was a significant difference between pre-service teachers who were at the postgraduate level and those at the undergraduate level. Moreover, a high positive and significant correlation existed between all six TPACK domains. It is suggested that pre-service teacher preparation programs should facilitate pre-service STEM teachers how to integrate pedagogy, content, and technology together to create effective technology-enhanced learning in their subjects.

Integration of ICT-Pedagogy for Senior High School Students: Pre-service Teachers’ TPACK (Technological Pedagogical Content Knowledge)

This study aimed to identify pre-service teachers who are ready to integrate technology into their classrooms. The assumption is that pre-service teachers' characteristics like Technological Pedagogical Content Knowledge (TPACK) are influenced by their teacher training. Preservice teachers were clustered based on their TPACK, a typical set of ICT-related characteristics (general ICT attitudes, attitudes towards ICT in education, ease of use and ICT self-efficacy), and perceived support from their training institution. A random sample of 50 senior high school pre-service teachers from SMA Al-Iftitahiyah in Sumenep was used in this mixed-method research. The results also showed that most participants understood TPACK and had ideas for implementing it in their classrooms. Pre-service teachers' (PTs) perceptions of TPACK in teaching and learning is expected. This study also has implications for experts interested in pre-service teachers' understanding of teaching with technology.

IMPLEMENTATION OF THE TPACK FRAMEWORK TO MEASURE INTEGRATION OF TECHNOLOGY, PEDAGOGY AND THE CONTENT OF LECTURERS IN MATHEMATICS EDUCATION

One of the obstacles using technology is the lack of teacher understanding of technology, therefore this study aims to determine the understanding of lecturers of mathematics education on the integration of technology in learning using the TPACK (Technological, Pedagogical, Content Knowledge) framework, a few of research that applying TPACK in universities. Furthermore, the both effect of gender and age of teaching on TPACK were analyzed on TPACK using analysis of variance (ANOVA). The results of this study are Power point applications are technologies that are widely used by mathematics education lecturers by 40.9%. PCK, PK and CK components have a strong positive effect on TPACK perceptions of mathematics education lecturers. The average value of TPACK components is TK 3.95; CK 4.01; PK 4.08; 4.02 PCK; TCK 4.04; TPK 4.02; TPACK 3.96. For an in-depth analysis of gender and age of teaching factors on the TPACK component. This study found that gender and duration of teaching was no significant influence between the understanding of mathematics education lecturers and the seven components of TPACK.

Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers

This research aims at investigating the knowledge of ICT integration among the students of English Language Education Study Program at a particular university in Yogyakarta. By employing the quantitative method, this ex-post facto research involved 70 English Department students who had taken microteaching as respondents in a survey to gather the data using a questionnaire. The questionnaire was taken from the model developed by one of the researchers based on the TPACK framework. There are five domains in the questionnaire. Four domains measure TPACK perceptions: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). One domain measures the pre-service teachers’ perceptions on their ICT-related learning experiences. Demographic questions are included to identify the characteristics of the respondents in order to understand gender differences or relationships between teachers who have access to technologies at home and those who do not. The closed-ended questions applied a five-point Likert-type scale ranging from 1=strongly disagree to 5=strongly agree. Correspondingly, it contains 1 open-ended questions in the TPACK domain. Descriptive analysis and MANOVA were conducted for the quantitative data analysis. The result of this study showed that the pre-service students possess a high self-confidence in the application of TK (Technological Knowledge), TPK (Technological Pedagogical Knowledge), and TCK (Technological Content Knowledge). However, their TPACK appears to need further development. The results from MANOVA showed that the pre-service teachers’ related learning experiences significantly differed by the students’ gender, with male students reporting more experiences than female students.

Technology Use and Technology-Related Learning Experiences as Perceived by Indonesian Tertiary EFL Students

Research aiming at investigating Technological Pedagogical Content Knowledge (TPACK) has been extensively conducted and measured by TPACK instruments developed in the context of ESL (English as a Second Language). Therefore, research within the context of EFL (English as a Foreign Language) and which applies a TPACK instrument specifically designed for the EFL context can give a significant contribution to the field of study. This study was conducted to map the TPACK of thirty-three EFL students at a teacher training institution in South Sumatera (Indonesia) by using a TPACK questionnaire specifically designed to map ICT-related learning experiences of Indonesian EFL students. The result of the analysis was presented in terms of the students’ TPACK perceptions concerning five domains: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Technological Pedagogical Content Knowledge (TPCK), and Technology-Related Learning Experience (TLE).

Perception Profile of Content Knowledge and Technological Pedagogy of Chemistry Teachers and the Quality of Their Implementation in the Development of RPP and Chemistry Learning

Content knowledge and technological pedagogy (TPACK) can be seen as the skills and abilities of teachers in selecting and using technology effectively. However, information about the Perception Profile of Chemistry Teachers' TPACK and the quality of its implementation in the development of lesson plans and chemistry learning is still limited. On the other hand, today's learners have grown and developed surrounded by technology, making it an integral part of their daily lives. Students are already using smart phones that can be used as a means of communication, making pictures, videos, transferring data by everyday learners, showing the ability to think and process information that is different from the previous generation. In connection with these developments, it is necessary to have teacher competencies that are able to combine material knowledge, pedagogy and technology that interact with each other and intersect to form Technological Pedagogical Content Knowledge (TPACK). In connection with this background, the purpose of this study is to analyze (1) how is the perception profile of the TPACK chemistry teacher at MGMP Malang in terms of length of teaching and certification status, (2) how is the correlation between teachers' perceptions of TPACK and implementation in RPP development, (3) how is the correlation? perceptions of TPACK with the implementation of Chemistry learning in the classroom, (4) what is the cause of the gap between teachers' TPACK perceptions and TPACK implementation in RPP and TPACK implementation in learning. The research design used is descriptive design, because this research requires quantitative and qualitative data, mixed methods are used in this study. The data analysis in this research is descriptive analysis. In this study, data were obtained in the form of chemical teacher TPACK perceptions, TPACK implementation in RPP development, TPACK implementation in chemistry learning, and interviews with teachers and students. The results showed that: (1) The perception profile of chemistry teachers' TPACK is that most of the chemistry teachers (85%) have TPACK perceptions in the medium category, the rest are in the high and low categories. From the results of the Importance-performance Analysis (IPA) analysis, the teacher was able to apply TPACK perceptions to the implementation of RPP making on the PK, PCK, and TK (volunteer) components with high categories, while the TPK component had low applicability and the low category level was the CK component. From the results of the IPA analysis, the applicability of teachers' perceptions of TPACK in classroom learning was the highest in the CK, PK, and PCK components, while the TPACK components had low TCK and TPACK applicability. The gap in the perception of TPACK teachers with implementation in lesson plans and learning is due to (a) an understanding of the concept of learning as just a knowledge transfer process so that teachers emphasize more on conveying chemical concepts (b) teacher learning experiences while taking teacher education have not got the skills to use technology for learning. (c) the process of preparing lesson plans is carried out jointly, with the target of immediate completion of the real lesson plans, the discussion process for compiling lesson plans that challenges students, encourages students to find concepts, and the use of various media and IT-based does not get an adequate portion (d) availability of facilities and regulations which supports the use of technology in schools is not sufficient.

Relationships Between Teaching Experience and Teaching Ability with TPACK: Perceptions of Mathematics and Science Lecturers at an Islamic University

The purpose of this study was to measure Islamic university mathematics and science lecturers (IU-MSLs) perception of technological pedagogical content knowledge (TPACK) in 21st-century learning. This research utilized a quantitative method derived from a descriptive survey collected from 48 lecturers at a single university. Confirmatory factor analysis (CFA) and alpha Cronbach methods were applied to determine the quality of the instruments used in this study. Furthermore, descriptive statistics and ANOVA were used to analyze the data obtained, while correlations were used to test the hypotheses. The results showed no relationship between teaching experience (TE) and teaching ability (TA) with TPACK. In addition, there were no differences in lecturers' perceptions of TPACK based on the material being taught. This study concluded that TPACK is an essential competency for mathematics and science lecturers in an Islamic university.

Matematik Eğitimi Sürecinde Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisine (TPAB) İlişkin Görüşleri

Teachers with high level of technological pedagogical content knowledge (TPACK) attach importance to the use of domain specific technologies during teaching. They are knowledgeable about how a classroom environment in which technology is integrated should be. In addition, they can use the old education technologies as an interaction with the students in the mathematics education process and contribute to the students' attitudes towards the lessons, motivation and success. The aim of this study is to determine the opinions of technological pedagogical content knowledge of teachers in mathematics education process. Phenomenological model has been used in qualitative research methods. The study was conducted with 25 primary school teachers working in the province of Tarsus in Mersin province. The data collected using the semi-structured interview forms were subjected to content analysis. In the research, the thoughts of primary school teachers about teacher competencies and TPACK perceptions were determined. In addition, they have identified the technological tools that should be used in teaching mathematics, the reasons for their use, and the problems they may face during use. The researchers also questioned the strategies, methods and techniques that can be used in mathematics teaching by primary school teachers and the reasons for using them. Based on the findings, suggestions were made to researchers and classroom educators.

Persepsi Mahasiswa dan Instruktur tentang Technological Pedagogical Content Knowledge (TPACK) Instrukstur Bahasa Inggris di Indonesia

<em>In recent years, the development of ICT inevitably influences the teaching and learning process. The instructor should be able to integrate Technological Pedagogical Content Knowledge (TPACK) in the classroom. Hence, few studies investigate perceptions of university students and self-perceptions of English instructor’s TPACK, especially in Indonesia. The primary purpose of this study was to find out university students’ perceptions of English Course Instructor’s TPACK, Instructor’s self-perceptions of TPACK, and whether they shared the same perceptions or not. This study was qualitative research in one of the universities in Indonesia. The data collecting techniques were a questionnaire, interviews, and document analysis. This study adopted Jang & Chang questionnaire of TPACK perceptions. The results revealed that university students had a positive response toward the instructor’ TPACK. Similarly, instructor’s self-perceptions also showed that instructor confidently declared that she knew well about the content of the teaching, and the right pedagogy used to deliver the content well. They shared the same perceptions of the English course instructor’s TPACK in Subject Matter Knowledge (SMK) and Instructional Representation & Strategies (IRS). However, they had different perceptions of Technology Integration and Application (TIA). The research implications of this study were as assessment examples of instruction of TPACK by university students and self-perceptions.</em>

Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think?

Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains of teacher knowledge. The multifaceted problem is further compounded by the diversity of learners and technology in today's dynamic classroom contexts. Pre-service teachers often feel ill-prepared to plan for effective technology integration in their classrooms. Technological pedagogical content knowledge (TPACK) has provided educators with a theoretical framework to unpack the complexity of technology integration. It sits at the heart of three interrelated components: content knowledge, pedagogical knowledge, and technological knowledge. These knowledge areas interact, support, and constrain each other. This study investigated secondary pre-service teachers’ perceptions of TPACK. Data were collected through an online survey and interviews. Following a brief introduction to TPACK, this article explores secondary pre-service teachers’ perceptions of TPACK and its components, along with their professional learning needs for TPACK development. Implications for teacher education programs are also provided.

The development of an assessment instrument of Technological Pedagogical Content Knowledge (TPACK) for primary science teachers in Malaysia

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 addresses the need for a survey instrument designed to assess TPACK for primary science teachers in Malaysia. The paper describes survey development process and results from 220 prımary science teachers in Malaysia (Female= 106, Male= 104). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions within 7 factors about TPACK and is based on the survey instrument developed by Schmidt et al., (2009). Data analysis procedures included Cronbach’s alpha statistics on the TPACK knowledge domains and factor analysis for each domain. Results suggest that, with the modification and/or deletion of 5 of the survey items, the survey is a reliable and valid instrument that will help researchers to assess primary science teachers’ perceptions of TPACK. In future research, other variables might be included to analyze their impact on preservice science teachers’ TPACK.

THE IMPACT OF A PROFESSIONAL DEVELOPMENT PROGRAM ON IN-SERVICE TEACHERS’ TPACK: A STUDY FROM ESTONIA

Recently there has been a considerable interest in the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration (Koehler et al., 2013). Researchers have been measuring how effective their professional development efforts have been for the development of teachers’ TPACK (Graham et al., 2009; Guzey & Roehrig, 2009). So far research is based only on short-term courses, so longitudinal studies are needed to examine the TPACK development of teachers across time (Hoffer & Grandgenett, 2012; Koh & Sing, 2011). A two-year in-service training program of educational technology (60 ECTS), based on the TPACK framework, was developed at Tallinn University Haapsalu College to support in-service teachers to effectively embed ICT into their classroom teaching. The first group of teachers (n=20) enrolled in the program in January 2014. This paper reports some preliminary findings of a longitudinal action research, the main aim of which is to evaluate the impact of the in-service training program of educational technology on teachers’ TPACK. The key questions for this research were: how do teachers’ perceptions of their TPACK levels change after participating in the training program for a year; which of the seven knowledge domains of the TPACK framework develop more than others; what is the impact of different knowledge domains on teachers’ TPACK perceptions. The TPACK questionnaire developed by Schmidt et al. (2009) was used to measure in-service teachers’ self-assessments of their TPACK during the first meeting of the training program and at the end of the first academic year. The research results revealed increase in all the domains of the TPACK framework. There was significant development of the teachers’ TK and TPACK, but only limited growth in CK and PK. Strong positive correlations were found between TCK, TPK and TPACK in the post-course survey. Key words: ICT, in-service teachers, professional development, TPACK.

A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK)

This study investigates 201 Singaporean teachers’ perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers’ perceptions of TPACK which have not yet been explored. The confirmatory factor analysis and reliability analysis confirm the validity and reliability of the instrument. The structural equation model shows that the teachers’ perceptions of design dispositions (orientations towards design) and lesson design practices (approaches used for lesson design) have direct relationships with the teachers’ perceptions of TPACK. The results of this study show that to enhance teachers’ TPACK perceptions, teacher educators need to help teachers develop lesson design practices that support ideation and iteration. They also need to develop teachers’ design dispositions that are amenable to exploring and resolving conflicting lesson design ideas. Going beyond TPACK, understandings of teachers’ lesson design practices and design dispositions are important for teacher educators to better design professional development for integration of information and communications technology.

Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation

Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers’ perception of course experiences are limited in indicating the kinds of ICT integration knowledge or technological pedagogical content knowledge (TPACK) preservice teachers have gained throughout the course. Preservice teachers’ ICT course experiences was found to influence their intentions to integrate ICT but its influence on their TPACK perceptions, if better understood, can inform teacher education institutions about the design of ICT courses. This study describes the design and validation of an ICT course evaluation instrument that examines preservice teachers’ perceptions of ICT course experiences and TPACK. Hierarchical regression analysis was performed on survey results collected from a graduating cohort of 869 Singapore preservice teachers who had undergone a compulsory ICT course during their teacher training program. These preservice teachers were being prepared to teach the different subject areas at primary, secondary, and junior colleges (or postsecondary institutions for 17–19 year olds) in Singapore. The regression model showed that preservice teachers’ perceived TPACK was first influenced by their perceptions of course experiences that supported the development of intermediary TPACK knowledge components such as technological knowledge and technological pedagogical knowledge. The methodological implications for the design of ICT course evaluation surveys and the practical applications of survey results to the refinement of ICT course curriculum are discussed.