Technological Knowledge Research Articles

The relations between technological knowledge, pedagogical knowledge, and inventive skills among Malay language teachers

Through the use of technology in the classroom, teachers can improve their ability to deliver effective and relevant content. Teachers should be more prepared to apply this technology to ensure that students will have more fun and have a high interest in continuing to learn in the era of globalization which is based on the use of these information communication technology elements in the classroom during the teaching and facilitation process. Thus, this study was to identify the relationship between technological knowledge, technological content knowledge, technological pedagogical knowledge, technological pedagogical content knowledge, and inventive skills for teachers. The questionnaire was distributed to 400 teachers who teach Malay language subjects at Secondary schools in Malaysia. To test the hypothesis, the structural equation using a PLS-SEM framework was used. The results showed that technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge have a positive relationship with inventive skills for teachers.

Understanding science teachers’ TPACK for virtual lab adoption in rural schools in South Africa: a mixed-methods approach

IntroductionThis paper reports on a sequential explanatory mixed-methods study that assessed technological, pedagogical and content knowledge (TPACK) competency among life sciences teachers in the context of virtual lab adoption in rural schools in South Africa.MethodsDrawing from TPACK framework as the study’s theoretical foundation, data gathered through questionnaires (N = 186) and in-depth semi-structured interviews (N = 4) were analysed using descriptive and thematic analysis.ResultsThe study uncovered a ubiquitous deficiency in TPACK competency among the participating life sciences teachers. The teachers demonstrated significant expertise in conventional areas such as content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), mainly influenced by teaching experience. However, they exhibited a noticeable gap in technology-related TPACK domains, including technological knowledge (TK), technological pedagogical knowledge (TPK), and overall TPACK proficiency.DiscussionThis paper aspires to address a significant gap in educational research by spotlighting the often-overlooked rural teaching contexts. In addition, the paper advocates for tailored professional development initiatives to enhance teachers’ overall TPACK proficiency. Such initiatives are crucial for empowering teachers to integrate technology into their teaching and improve learning outcomes effectively.

Technological Interventions to Implement Prevention and Health Promotion in Cardiovascular Patients.

Background/Objectives: The aim of the narrative review is to identify information on the impact of technological interventions (such as telehealth and mobile health) on the health promotion of cardiac patients from diverse populations. Methods: The online databases of PubMed and the Cochrane Library were searched for articles in the English language regarding technological interventions for health promotion in cardiac patients. In addition, a methodological quality control process was conducted. Exclusion was based on first reading the abstract, and then the full manuscript was scanned to confirm that the content was not related to cardiac patients and technological interventions. Results: In all, 11 studies were included in this review after quality control analysis. The sample size reported in these studies ranged from 12 to 1424 subjects. In eight studies mobile phones, smartphones, and apps were used as mHealth interventions with tracking and texting components; two studies used videoconferencing as a digital intervention program, while three studies focused on using physical activity trackers. Conclusions: This review highlights the positive aspects of patient satisfaction with the technological interventions including, but not limited to, accessibility to health care providers, sense of security, and well-being. The digital divide becomes apparent in the articles reviewed, as individuals with limited eHealth literacy and lack of technological knowledge are not motivated or able participate in these interventions. Finding methods to overcome these barriers is important and can be solved to some extent by providing the technology and technical support.

Application of interactive software in classrooms: a case of GeoGebra in learning geometry in secondary schools in Uganda

The incorporation of subject-specific technologies in teaching and learning mathematics has been extensively investigated in different areas outside Uganda. The benefits are extensive, although the adoption of these technologies has been threatened by teachers needing help to apply them effectively for instruction. While this alone would aptly justify a comprehensive assessment of its applicability on the local scene, the post-COVID-19 era dynamics escalated its urgency and relevance. Thus, third-year pre-service mathematics teachers’ knowledge and aptitude to use GeoGebra in teaching and learning geometry were developed in this study. In addition, the consequence of using this software on students’ achievement in geometry was investigated using a quantitative research approach. Ninety-four third-year pre-service mathematics teachers completed a three-week intensive capacity-building workshop using GeoGebra. Their self-ratings on their technological pedagogical content knowledge (TPACK) before and after the training were measured using a self-administered questionnaire. A total of 406 students from four schools in Central Uganda participated in the quasi-experiment, with 199 and 207 students assigned to the experimental and control groups, respectively. Pre- and post-achievement tests were meted out to the students. While descriptive statistics showed a positive change in the teachers’ technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK, independent samples t-tests revealed a substantial difference in the post-test mean scores between the two groups since the experimental group students outshone those in the control group. These findings are consistent with global literature, and thus, schools in Uganda should adopt the use of GeoGebra through a continuous capacity-building approach, while considering the challenges and limitations associated with the software.

Analysis of collaborative work among university students in the province of Cusco, Peru

This study aims to analyze and describe the various forms of collaborative work that teachers and university students in the province of Cusco accomplish together using the descriptive methodology. All professionals must know their area of work as well as lead in all work environments. The participation was anonymous and voluntary. The participating students are from the first cycle to the third cycle of the different professional careers between males and females from the rural and urban areas of the province of Cusco, Peru. The findings indicate that university teachers play an effective and significant pedagogical role in designing the collaborative work model that assigns group work in their respective classrooms with the various careers they supervise. Additionally, the findings show that the teacher fulfils the social role of motivating students by performing as a tutor in the classroom. Therefore, it has a positive and significant effect among university students. This has implied that the formation of working groups in university students generates student leaders and demonstrates broad knowledge in communication and information technologies which will generate many expectations in their professional training.

Prediction of the Future Trends of Housing Project Development with Modified Delphi Technique

This research was initiated to study the trend of the housing projects in the next ten years (2022-2031), with the applied Modified Delphi Technique. The research was conducted by interviewing five experts with more than ten years of knowledge and experience in design, construction, technology, location, and marketing. The gathered trends were applied to create questionnaires in order to conduct two rounds of surveys to assess the consensus level of ten experts with at least ten years of experience in the real estate industry, according to the consensus analysis method from the Modified Delphi Technique. Thirteen trends were found from the study. There are four design trends: more beautiful façade, soundproof wall, universal design furniture, and universal design house building. In addition, eco-friendly materials and modular construction systems were found to be construction trends while smart home device installation and active air flow technology were found to be technology trends. Regarding the trend of the project location, the projects tend to be located in areas expanding into the suburbs. Finally, four marketing trends were also reported: Virtual Reality utilization in sales presentation, advertising to reach more customers, inviting social media influencers to play a role in reviewing projects, providing credit consulting services and refunding of reservation money if a customer’s loan is not approved. The results of the study provide information to all parties involved in planning strategies and operating a business in developing housing estates in the future.

Using structural equation modelling to investigate the mediating effects of TPACK on intention to use technology

This article aims to understand, through structural equation modelling (SEM), how the knowledge of technological pedagogical and content knowledge (TPACK) mediates the intention to accept and use technology by teachers’ college lecturers. The ultimate aim is to come up with a sem-generated model which teacher training colleges can use to train lecturers in technology use. Structural equation modeling is a sophisticated multivariate statistical process that enables researchers to analyze the direct and indirect effects of variables on one another, construct theoretical concepts, test the reliability of their measurements, hypothesize and test a theory about their relationships, and account for measurement errors. A questionnaire founded on the unified theory of acceptance and use of technology (UTAUT) was employed to gather data from instructors at ten teacher-training colleges. Simple random sampling was used to select 300 valid questionnaires used in the analysis. Statistic package R was used to run SEM and the results confirmed the mediating role of TPACK in the behavior intention to accept and use technology by lecturers.

The Future Museum: Integrating Augmented Reality (AR) and Virtual-text with AI-enhanced Information Systems

This study examines how AR, virtual text, and AI in future museums affect visitor engagement, knowledge acquisition, emotional response, and social interaction. The study uses econometrics equations, text analysis, thematic qualitative data analysis, and agent-based modelling. The economic models show that virtual text type, depth of knowledge, personalization, accessibility options, and AR museum experiences increase visitor engagement, knowledge, emotional response, and social interaction. Thematic analysis displays visitor viewpoints such as AR curiosity, personalization, and cultural significance, while correlation matrices indicate their relationships. Bayesian econometrics, text analysis, thematic qualitative data analysis, and agent-based modelling are used to explore museum visitors' interactions with augmented reality, virtual text, and AI-enhanced information systems. These devices improve visitor engagement, social connection, emotional response, and information collection. Self-reported data biases, context biases, and rapid technological advancement limit the study. Museums can benefit from user-centric technology, AR, personalization, and cultural knowledge. The main findings reveal that these technologies significantly increase museum visitors, emphasizing that future museum administration and design must carefully adopt new technology. The findings may affect museum staff, designers, and decision-makers. Learning important technology factors improves AR, virtual text, and AI-enhanced information system design and deployment decisions. UX design prioritizes visitor choices, while immersive and integrated displays connect museum experiences. These practical implications force museums to actively and practically integrate technology to stay relevant. The project's findings, practical insights, and visitor experiences will improve future technological and cultural organisation research. The whole process contributes to the discussion on how emerging technologies affect museum experiences and innovation and decision-making in the ever-changing cultural heritage context.

Occupational therapists’ perspectives on welfare technologies for dementia: exploring recommendation frequencies – a pilot study

Background Occupational therapists have long been recognized for their expertise in welfare technology use, particularly in the context of dementia care. Despite this advanced training, however, there is often a gap between their knowledge of available technologies and the frequency with which they recommend these tools to individuals with dementia. Aims/objectives This study explores the perspectives of occupational therapists on the recommendations of welfare technologies for individuals with dementia. Materials and methods A survey was created with the assistance of an expert group in a Swedish municipality. The survey consisted of 26 questions (demographics, background/workload, perceptions of welfare technologies, accessibility/information and knowledge on how and when to use, and initiation of contact and recommendation frequency) and was distributed to 60 occupational therapists within the selected municipality. We received a total of 29 responses. The responses were then analyzed qualitatively for meaningful insights across various themes. Using an encoding scheme, a statistical analysis of the responses was performed to uncover potential trends in the distribution of the responses. Results Results indicate positive perceptions of welfare technologies by occupational therapists, but a low frequency of recommendations for individuals with dementia. Conclusions and significance Based on the results, we find it important to advocate for more educational opportunities for occupational therapists regarding welfare technologies and improved organizational structures that promote their understanding and ultimately benefits of recommending welfare technologies to individuals with dementia.

Implementation of hybrid tomatoes as an effort to increase tomato harvest production

Tomatoes are a horticultural commodity that is widely cultivated, especially in Bandung Regency. Tomato plants are widely cultivated because they have a fairly high economic value and are in demand by the community because of their many health benefits, among them are vitamin and antioxidant content. Currently, tomato production is declining, so education and assistance are needed to increase the potential for results. The target of this activity is tomato farmers in four sub-districts in Bandung Regency. The purpose of this activity is to increase farmers' knowledge in cultivating hybrid tomatoes at various altitudes. The activity started with counseling, field practice, and evaluation of the results of the activity. As a result of this activity, farmers have additional knowledge in appropriate technology for tomato plants in their respective locations. After the evaluation process, tomato production increased significantly, both in terms of quantity and quality, so it had a positive impact on the economic welfare of farmers.

Technological choices and practices of Early Bronze Age pottery production in the Central Plains: Focusing on the sites of Xinzhai and Huadizui

Aspects of the Early Bronze Age (ca. 2050–1640 BCE) pottery production technology and knowledge transfer in the Central Plains of China (i.e., the Zhengzhou-Luoyang area) were studied. To this aim, 120 domestic pottery samples and ten geological samples from two central sites at Xinzhai and Huadizui were studied macroscopically and analysed with X-ray fluorescence spectrometry. Based on a discussion of macroscopical evidence and chemical composition, the results tentatively indicate the technological knowledge transfer between the potters in Xinzhai and Huadizui sites despite being located about 80 km apart. Pottery of the same category was manufactured with similar selection and preparation strategies of ceramic raw materials, decorated with similar patterns, and adopted similar forming techniques. More specifically, the cookware from the Xinzhai and Huadizui sites was hand-made and Ca-poor, while the storage- and drinking wares were wheel-made and Ca-rich. These results likely indicate the existence of one overarching community of practice, potters located at Xinzhai and Huadizui, who shared strategies for raw materials selection, paste preparation, and finishing.

How high-speed railway expands beyond local knowledge search in interdisciplinary innovation: Evidence from China

Breaking through local knowledge search limitations is essential for fostering interdisciplinary innovation. This paper investigates how High-speed Railway (HSR) facilitates these firms in integrating information technology (IT) knowledge from other cities into their innovation processes. By connecting cities through faster transportation, HSR diminishes the constraints of geographical proximity, enabling firms to bypass the traditional reliance on local knowledge clusters and access a broader pool of IT expertise. Utilizing a difference-in-differences (DID) approach, our results reveal that HSR enhances knowledge search scope by improving access to IT resources, increasing human capital mobility, and raising competitive awareness. Additionally, we identify heterogeneity in this effect based on factors such as the marketization level of a firm's location, the degree of digital infrastructure development, whether a firm is located in a provincial capital, and the specific industry sector. Our findings further demonstrate that the expansion of knowledge search scope due to HSR significantly boosts future firm performance. These findings highlight the critical role of transportation infrastructure, exemplified by HSR, in breaking down geographic barriers to interdisciplinary knowledge flows and fostering more dynamic innovation ecosystems.

Examining urban design strategies in historic districts: a systematic literature review

The global community faces the challenge of balancing the conservation of historic districts with urbanisation demands. This systematic literature review explores innovative strategies for conserving and revitalising historic districts within urban design. An analysis of literature from the Scopus database highlights this as a prominent research area, supported by international reviews emphasising the critical role of urban design strategies. The findings indicate that urban designers can utilise modern geographic information technology, spatial analysis, data support, community engagement, and transdisciplinary knowledge to regenerate historic districts effectively. However, there is a notable lack of systematic, in-depth empirical research, with a predominance of conservative and repetitive descriptive case studies. Although these studies logically explore the significance of historic districts, there is an urgent need for innovative research on urban design methodologies. This study aims to identify research gaps through a comparative analysis of international findings, offering new perspectives and theoretical support for the sustainable development of historic districts.

Solar Energy Challenges for Rural Electrification: Case Study of Lower-Shabelle Region of Somalia

Renewable energy is a promising energy source for sustainability to meet the demands of clean energy in the future and the alternative way of fusil fuels. Somalia has great potential for alternative energy sources, particularly solar and wind power. Apart from that, there are challenges related to the implementation of this alternative energy source especially solar energy for rural electrification in the Lower-Shabelle region in Somalia which can be categorized as social awareness, financial difficulties, and technical obstacles. The aim of this research is to identify and evaluate the challenges of solar energy for rural electrification in Lower-Shabelle region in Somalia, the current energy sources that have been utilized and the possible future strategies that should be in Somalia. This research project is conducted through a survey using an online questionnaire that has been distributed in Afgooye district in Lower-Shabelle region in Somalia. The statistical model of IBM SPSS version 25 was used to study the descriptive analysis of the collected data, reliability analysis and distribution test analysis. Based on the statistical analysis, the results indicated the significance impact of scattered settlement pattern of rural people in this area as 46% of respondents agreed, while 32% participants strongly agreed and 26% agreed towards the impact of traditionalway of living of rural people and dependence on conventional energy source. A significantpercentage of the respondents have shown strong agreement 39% and agreement of 34% regarding the impact of higher cost of importing off-grid solar products. Additionally, a significant number (46.1%) of them have responded with agreement on low-rate return of from solar projects in the rural areas. Furthermore, respondents recognized the effect of shortage or lack of technical knowledge of solar technologies in this region, with 38% of them in agreement and 36% agreed. Finally, respondents widely agreed about other technical related to solar technologies efficiency like battery overcharge and poor layout of solar panels where most of the respondents agreed about these challenges.

How much C is in TPACK? A systematic review on the assessment of TPACK in mathematics

AbstractTeachers need technological pedagogical content knowledge (TPACK) for teaching with technology, and its assessment is crucial for research and practice. Previous literature reviews on TPACK assessment were not specific to a content area (e.g., mathematics), although, by definition, the TPACK framework includes content-specific knowledge facets. Consequently, requirements for TPACK assessment could differ depending on the content. Further, reliable assessment of mathematics-specific TPACK depends on the quality of the test instruments used, but there is no consensus on the type of instruments used in past studies. This systematic literature review adds to existing reviews by focusing on TPACK assessment in mathematics, investigating the study characteristics, the instrument characteristics, and the operationalizations of TPACK. Regarding study characteristics, the findings reveal an increase in the number of studies conducted across various countries worldwide. As for instrument characteristics, researchers frequently used self-developed instruments to assess TPACK, often without providing information on reliability or validity measures. Regarding operationalizations, more than half of the studies used self-report scales to assess mathematics-specific TPACK, followed by observations and material analyses, while knowledge tests were hardly used. Additionally, assessments typically referred to the domain of mathematics as a whole instead of subdomains of mathematics. The results raise questions regarding the validity of the instruments and the comparability across studies.

The pedagogical insights of mathematics teachers integrating artificial intelligence in rural upper primary schools of Namibia

This paper presents a qualitative intervention study that explores the pedagogical experiences of mathematics teachers integrating Artificial Intelligence (AI) technologies into teaching mathematics in rural upper primary schools in Namibia. The Technological Pedagogical Content Knowledge (TPACK) framework, which intersects teachers’ understanding of technology integration with pedagogical techniques and subject matter knowledge, was adopted for the study. The research involved 13 mathematics teachers selected through purposive sampling. Data collection included two sharing circle discussions, lesson observations, and semi-structured interviews. A thematic analysis approach was employed to interpret the collected data. The findings reveal a diverse range of AI tools used by the selected teachers, such as Geogebra, Khan Academy, Virtual Tutors, and various problem-solving mobile applications, including Photomath, Mathway, and Microsoft Math Solver. These AI resources were noted for enhancing the visualisation of mathematical concepts, providing adaptive learning experiences, and promoting independent, paced learning that supports learners' learning styles. Teachers reported a marked improvement in learners’ comprehension and problem-solving abilities attributable to AI integration. Despite the benefits of AI in education, challenges remain, particularly in rural areas. Key issues include inadequate infrastructure, limited access to devices, and the need for ongoing teacher training in technological pedagogical content knowledge. Additionally, the lack of culturally relevant AI technologies hinders effective AI-supported learning in diverse contexts. Greater investment in localised AI educational tools is needed to achieve equitable and effective learning outcomes.

Effect of Creativity on Emotional Intelligence, Self-Esteem and Resilience in Visual Arts and Engineering Students

This research looks into the complex interactions between creativity, emotional intelligence, resilience, and self-esteem, focusing on two distinct student groups: arts and engineering. Understanding the impact of creativity on these vital attributes becomes increasingly important as social needs grow, embracing both technological knowledge and emotional intelligence, resilience, and self-esteem. The study investigates the link between creativity and emotional intelligence, resilience, and self-esteem, offering light on how academic fields influence these vital characteristics. Purposive sampling was used in the research to sample 106 people from different colleges in North India. Self-report questionnaires such as the Emotional Quotient Test, Rosenberg Self-Esteem Scale, Nicholson McBride Resilience Questionnaire, and KDOCS 20 for creativity were used in the data collection process. With Jamovi, statistical studies such as regression, correlation, and t-tests were carried out. According to the findings, self-esteem, emotional intelligence, and resilience significantly correlate with creativity. Notably, students studying engineering and the arts showed different approaches to the scientific aspect of creativity. The scientific dimension was a significant predictor by regression analysis, indicating that it had a distinct impact on both student groups. Prioritizing ethical issues included obtaining participants' informed consent, managing data securely, and respecting participant autonomy.

EXPLORING DIGITAL MARKETING ADOPTION DYNAMICS IN PAKISTANI STARTUPS THROUGH THE TECHNOLOGY-ORGANIZATION-ENVIRONMENT (TOE) FRAMEWORK

This study investigates the factors involved in digital marketing adoption among small and medium startups (SMSs) in Pakistan using the Technology-Organization-Environment (TOE) framework. Data were collected through an online survey from 409 startups based in Karachi, Pakistan, and structural equation modeling (SEM) was used for analysis. Results indicate SMSs prioritize internal capabilities and resources for digital marketing adoption over external factors. Key factors identified in digital marketing adoption include technology knowledge, compatibility and cost while the effect of technology complexity was found to be insignificant. Top management support and digital marketing orientation were also crucial, highlighting the importance of strategic leadership and a focused digital approach. These findings highlight the distinct characteristics of SMSs compared to established SMEs, providing insights for developing targeted strategies and regulations to support the startup ecosystem. The research contributes to understanding the unique challenges and factors influencing digital marketing adoption in startups, paving the way for better and effective support mechanisms.

E-tutors’ experiences with integrating technologies in online course modules: A case of open distance e-learning

This study aims to explore how e-tutors' experiences influence their ability to integrate technologies, with a focus on the realities of technology knowledge during the facilitation of modules in an Open Distance e-Learning (ODeL) context. A survey was conducted to investigate the experiences of e-tutors in integrating technology across various modules within a department of an ODeL institution. Six e-tutors participated in the survey, and their involvement was voluntary, with no impact on their employment contracts, ensuring informed participation. The research utilized the constructivist learning theory to examine how e-tutors prioritize student engagement and promote active involvement in technology-enhanced constructivist learning environments. Data collected were organized and displayed in tables. The findings revealed that e-tutors had positive experiences integrating technologies into online module teaching. Additionally, they recognized the role of technology in supporting and enhancing the teaching of online student activities. These results provide further insight into the use of technology as a valuable educational tool in ODeL institutions, helping students deepen their understanding of subject matter. Moreover, students exposed to technology-integrated modules were more likely to adopt technology for independent learning.

Developing survey-based measures of mathematics teachers’ pedagogical technology knowledge: a focus on computational thinking and programming tools

ABSTRACT The aim of this research is to develop a survey to explore Norwegian teachers’ perceptions regarding integrating computational thinking (CT) and programming tools into mathematics teaching by using Rasch analysis. For this purpose, three measures are developed: mathematical knowledge for teaching (with technology), instrumental genesis and personal orientations, aligning with the components of Pedagogical Technology Knowledge framework. The empirical data to validate and refine the developed measures includes a relatively large sample of 356 Norwegian primary and secondary school mathematics teachers. Through the three measures, analysis of the survey data revealed insights into teacher perceptions and challenges in tool adoption. These results, first, highlighted the complexity of tool integration and the necessity of unpacking country-specific competencies linking CT and programming to mathematics. Second, the results underlined a need for qualitative research to delve deeper into teacher perceptions and understandings of CT and programming to address challenges and enhance classroom practices.