Development Of Technological Pedagogical And Content Knowledge Research Articles

Designing digital storytelling books for TPACK development of Indonesian pre-service ELT teachers

In today's educational system, the need for teachers to acquire technological, pedagogical, and content knowledge (TPACK) has already become a mainstream transformation. Therefore, it is necessary to find a suitable strategy and approach to develop pre-service ELT teachers’ TPACK, in which one of them is actively engaging them in the design of technology-enhanced learning. This study sought to investigate Indonesian pre-service ELT teachers’ TPACK level development after designing digital storytelling book. Narrative inquiry was adopted in this research. The data were obtained from the pre- service ELT teachers’ reflective notes and semi-structured interviews. The findings of the study show that all participants are in the TPACK level of “accepting”. In the level of accepting, pre-service teachers form a favorable attitude toward teaching and learning English with digital storytelling. The implication derived from this study is that it is necessary to carefully design a project in teacher education program that can improve the pre-service teachers' TPACK level.

Assessing primary school preservice teachers’ confidence to apply their TPACK in specific categories of technologies using a self-audit survey

AbstractInternationally, university teacher educators have acted on the requirement that practising teachers need to be operational users of technologies. In response, coursework has been restructured to develop preservice teachers’ (PSTs) use and application of educational technologies for teaching and learning purposes. This paper presents the development and use of a self-audit survey designed to guide primary school PSTs’ self-directed learning and assessments in 10 specific categories of technologies, and to improve their confidence to apply their knowledge. The survey was administered to 296 PSTs in a pre- and post-course design and validated post hoc with Rasch analysis. Pre- and post-course comparison of responses showed significant increases in the PSTs’ self-assessed confidence in their abilities across all ability categories with medium to large effect sizes (r = .42–.82). The survey had utility, providing each PST with a customised report with which to identify their technology learning needs; it also provided PSTs with the agency to be self-directed in their learning. The survey has the potential to provide teacher educators with fine-grained information regarding which technological pedagogical and content knowledge (TPACK) being currently taught can be adopted, adapted, or rejected to maximise PSTs’ TPACK development.

Chinese mathematics teachers’ TPACK and attitudes toward ICT integration in the post-pandemic era

This study investigated primary mathematics teachers’ technological, pedagogical, and content knowledge (TPACK) and attitudes towards information and communication technology (ICT) integration in mainland China during the post-pandemic period. Quantitative data were collected through a web-based self-determined questionnaire. Statistical analysis was performed using independent sample t-tests, and Mann-Whitney U tests to assess gender and teaching experience in years. Spearman’s correlation test also examined the relationship between TPACK and teachers’ attitudes towards ICT integration. The findings revealed that most mathematics teachers had adequate non-technology-related knowledge but lacked technology-related knowledge. However, they were willing to incorporate digital technologies in their teaching after experiencing large-scale online teaching. There was no significant gender or teaching grade differences in TPACK, but teaching experience positively correlated with TPACK. The study emphasizes the importance of assessing teachers’ practical circumstances before introducing TPACK development programs. Finally, the implications for teachers, educators, and policymakers were discussed at the end of this paper.

The Development of TPACK for Trilingual Teachers in Chinese Ethnic Minority Regions

From observing on the trilingual class education in Jinkouhe, a Chinese ethnic minority region, the author examines the widespread absence of the use of information technology application in trilingual education, although the multimedia hardware has been equipped generally. language education should be learner-centered with the emergence of and increased emphasis on informatization. Thus, the English teachers should be provided with Technological Pedagogical and Content Knowledge (TPACK). This paper describes theoretical research on the development of TPACK for trilingual educators, based on the current condition of the information technology application in Chinese Ethnic Minority. The trilingual educators’ community is supposed to develop by applying TPACK, which contributes to the establishment of a trilingual education model and the formulation of minority language policy.  

A personalized learning system-supported professional training model for teachers' TPACK development

In contrast to traditional teacher professional development (TPD), the importance of individualized professional learning and expert content delivery is increasingly focused on as a challenge to transform the TPD. This study investigated the effects of an andragogical design of TPD with an embedded personalized learning system on technological pedagogical and content knowledge (TPACK) of in-service teachers. One hundred sixty-one in-service science teachers from 92 secondary schools located Northeastern region of Thailand voluntarily participated in the proposed TPD program. Results indicated that the in-service teachers significantly improved their TPACK. These findings add to the limited body of research on TPD that facilitates adult teachers' professional learning with the support of a personalized learning system to be equipped with the know-how to pedagogically apply digital technology into students’ learning experience in science. • A teacher professional development intervention program for promoting TPACK was designed and evaluated. • Proposing a new model for integrating andragogical principles and personalized learning system into teacher training program. • In-service teachers attended the program and improved in all teaching knowledge related TPACK dimensions. • Opportunities to reflect potential of personalized learning system in andragogical teacher professional development program.

Planning for The Utilization of Technological Pedagogical and Content Knowledge (TPACK) In Indonesian Language General Courses at Jakarta State Islamic University

Along with the development of technology, educators and lecturers should integrate learning with technology that involves pedagogical knowledge and mastery of the material. This framework is known as TPACK (Technology Pedagogy and Content Knowledge). This study aims to describe the planning for the use of TPACK in learning Indonesian Language as a general course at Syarif Hidayatullah State Islamic University Jakarta. The method used in this study is descriptive qualitative with a case study research strategy. The sources of data in this study are derived from: documents (RPS) and informants. The data validity used in this study is triangulation technique of data sources. The data analysis technique used in this study is the Miles and Huberman interactive model. The results of this study showed that the mastery of TPACK which includes mastery of PCK and TCK of lecturers at UIN Syarif Hidayatullah Jakarta is quite good. It can be seen from the following findings: (1) the ability of teachers to integrate technology has included various application media and Microsoft, (2) the learning resources used by teachers are not only in the form of text in books, magazines and other texts, but also in the form of video, audio and the surrounding environment. Based on the results above, it can be concluded that the development of TPACK for Indonesian language lecturers at UIN Syarif Hidayatullah Jakarta deserves appreciation.

Using a multidimensional approach to examine TPACK among teacher candidates

The Technological Pedagogical and Content Knowledge (TPACK) conceptual framework captures the complex nature of teacher knowledge essential for effective teaching in the digital age. TPACK is difficult to assess, however, particularly among teacher candidates whose pedagogical knowledge is developing. This study aimed to examine multiple ways to assess teacher candidates’ TPACK development and its application in response to a technology-focused coursework. Using a mixed-method, multi-assessment design, the study sampled 26 teacher candidates enrolled in a graduate-level course. TPACK survey at two time points and multiple course artifacts including course reflection, lesson delivery reflection and unit plan design were used for analysis. Quantitative survey data pointed to the significant growth in all domains of TPACK except for PK. Qualitative reflection data revealed themes supporting the growth in key TPACK domains. However, unit plan analysis revealed some inconsistency with the self-reported survey results, showing the limitation of TPACK survey. Unit plan data revealed variability and limited application of TPACK knowledge among teacher candidates who reported biggest TPACK growth, suggesting the necessity for providing more opportunities for acquiring TPACK in meaningful application. The study extends earlier research findings about the necessity of using multiple sources of information to assess teacher candidates’ TPACK development.

Preparing Student Teachers to Teach Mathematics with GeoGebra

This paper shares the working process that has been carried out in a postgraduate mathematics teacher education course known as Technology in Mathematics Education. Many efforts around the world attempt to train student teachers on the use of technology without giving much attention to appropriate instructional model. Our work in this area gave special considerations in integrating technological pedagogical and content knowledge (TPACK) in taining student teachers to teach mathematics with Geogebra, a dynamic multi-purpose mathematics software. Specifically, this paper shares the (1) theoretical background that guides the structure of the course, (2) the course methodology, which includes teaching and learning activities to prepare 15 student teachers to teach mathematics with GeoGebra and (3) the learning outcomes of the 14 weeks course. The design for integrating teachers' knowledge of subject matter, and teaching with subject matter with the development of TPACK was discussed. Among the geogebra activities emphasized are (1) creating geometric constructions and exploring their mathematical properties (2) exploring ratio and proportions, (3) applying sliders to modify parameters, (4) visualizing algebraic input and functions, and (5) modelling and constructing transformations in geometric designs and animations. Elements of TPACK were traced as the student teachers carried out experimental teaching with geogebra in schools as part of the requirement of the course. The Malaysian mathematics curriculum in its latest development has incorporate geogebra activities in the textbooks. Hopefully with the course we described in this paper, not only more teachers are willing to adopt geogebra but to integrate geogebra effectively in their practices.

UNDERSTANDING VIETNAMESE PRESERVICE TEFL TEACHERS’ TPACK DEVELOPMENT WITH DESIGN-BASED LEARNING VIA REFLECTIVE LEARNING

The present study is aimed at understanding pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK) development with Design-based Learning (DBL) in a blended learning course on Technology-enhanced learning. Reflection was employed to probe the preservice teachers’ TPACK development and the complex interrelationship between the seven knowledge components. Through content analysis of the participants’ reflective journals and thematic analysis of their interviews, the findings revealed that there was certainly some evidence of growth in some of their TPACK components although content knowledge, technological content knowledge, and pedagogical content knowledge were still limited. Both Design-based Learning environment and the reflective tool have proven to be useful platforms for the preservice teachers to enhance their learning experiences of technology use, and their willingness and confidence to apply what they learned in their future teaching practice.

Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning

This paper presents a framework for constructivist pre-service teacher training in Technology Enhanced Learning, adopting a view of teachers as designers of innovative content, working individually and/or collaboratively, discussing and interacting with the instructor, technology and their peers. In such a context, a challenging issue is the content and structure of appropriate activities for cultivating various types of synthetic knowledge combining technology, pedagogy and content through asynchronous collaboration. In this paper, we elaborate on the social orchestration of a training course around collaborative design activities and on the emerging challenges from two successive cycles of implementation. We highlight the elements used to expand and augment online interaction, drawn from two known approaches in teacher training and online learning, the TPACK (Technological, Pedagogical and Content Knowledge) framework and the CoI (Community of Inquiry) model. We specifically examine a) the impact of synthetic design activities to the development of pre-service teachers’ synthetic knowledge (of Technology, Pedagogy and Content) and b) the relationships among specific elements of TPACK and CoI. Findings drawn from the examination of pre-service teachers’ perspectives through two structured questionnaires reveal important potential of synthetic activities for teachers’ TPACK development and highlight specific connections among elements of the TPACK and CoI frameworks.

A qualitative analysis of pre-service primary school teachers’ TPACK development over the four years of their teacher preparation programme

This article reports on a qualitative case study which examined the development of six Australian pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK), through a series of six semi-structured interviews, over the duration of their four-year teacher preparation programme. Consistent with the research design employed, detailed description is used to provide an insightful picture of the knowledge and skills gained. The results indicate a clear progression in the development of TPACK in these pre-service teachers. For some this was more pronounced than for others, a range of identified aspects of their preparation experience impacting on their development. The extent of ICT use on professional placement, expectations and practice of supervising teachers, school culture and resourcing were major identified influences. A range of aspects of university preparation including an ICT skill and pedagogy subject, assignments and lecturer modelling also had an evident effect on the growth of the pre-service teachers’ TPACK.

TPACK Development in Teacher Education Programs: Malaysian Context

This paper reviews on the development of Technological Pedagogical and Content Knowledge (TPACK) in Teacher Education Programs from the perspective of Malaysian context. Through the findings of previous research, this paper discusses the current scenario of technology integration in Malaysia and issues related to technology integration in education. To conclude, Malaysia has future potential to further develop and establish technology integration using TPACK framework in the educational system.

Field Experiences Using iPads

The purpose of this phenomenological case study was to investigate the lived experiences of preservice music teachers using iPads to engage secondary general music students in creating and performing music during field teaching experiences. Two questions guided this research study: (a) What are these preservice teachers’ perceptions of their experiences using iPads to create music and to teach? (b) How do these experiences influence their perceptions of the technology’s effectiveness as a teaching tool? Data were reflections of nine preservice teachers collected over 5 weeks. The essence of the experience was the preservice teachers’ struggle to resolve tensions that emerged while using technology to create and teach music. Tensions caused some to examine cherished beliefs and practices and influenced their development of TPACK (technological pedagogical and content knowledge). Three themes support the essence: (a) tensions, (b) innovation and adaptation, and (c) influence of experiences on perceptions of technology.

Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach

<p>Design-based learning (DBL) has been considered a useful approach in teacher education because of its emphasis on the investigation of technology integration problems in design processes. Despite recent interest in understanding how technological, pedagogical, and content knowledge (TPACK) translates to action, limited research exists on how TPACK is developed within DBL contexts and what principles of DBL can be applied to TPACK development. To address these critical gaps in the literature, an approach was developed that outlined eight DBL principles that foster understanding of TPACK-in-action in teacher education contexts. Next, a graduate course was designed to determine how course activities facilitated understanding of TPACK-in-action and to what extent students enacted TPACK-DBL principles. Following a case study methodology, data were collected from 10 graduate students through reflection reports, design guides, and researcher observation notes. The analysis of qualitative and descriptive data revealed that as a result of TPACK-DBL activities, students developed a four-dimensional understanding of TPACK-in-action: theory-practice connection, readiness for practice, technological proficiency, and sustainable learning of TPACK. The results offer recommendations to teacher educators for developing understanding of TPACK-in-action through DBL activities.</p>

An Investigation of Turkish Pre-Service Teachers’ Technological, Pedagogical and Content Knowledge

The purpose of this study is to investigate pre-service teachers’ technological, pedagogical and content knowledge (TPACK) in Turkey. By using the “Survey of Pre-service Teachers’ Knowledge of Teaching and Technology” developed by Schmidt et al. (2009), the study sought to determine if significant differences could be found in pre-service teachers’ perceptions of TPACK when examined by gender, age, educational program, year of study, kind of instruction (day or night education) and field experience. Regression analysis was also used to examine if technology knowledge (TK), pedagogical knowledge (PK) and content knowledge (CK) significantly contributed to pre-service teachers’ TPACK development. Participants of this study were 491 elementary pre-service teachers who attended the summer semester at Pamukkale University. The analysis of the collected data found a significant difference in pre-service teachers’ perceptions of the TPACK when examined across gender, program, year of study and field experience, but no significant differences were found regarding age and kind of instruction. Finally, our regression model showed that CK and PK contributed significantly to pre-service teachers’ TPACK development, but TK was not a significant predictor.

Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan

The importance of teachers’ technological, pedagogical, and content knowledge (TPACK) in conducting effective technology-enhanced instruction has been recognized; however, the understanding of teachers’ TPACK when teaching English as a Foreign Language (EFL), as well as the need for their further TPACK development, has not been properly addressed. To fill the gap in TPACK research in the EFL domain, this study aims to explore the TPACK among 22 in-service EFL teachers at elementary schools in Taiwan. Also, the possible needs of these EFL teachers for their future professional development were investigated. In order to better portray the TPACK of the EFL teachers, both their synthesized TPACK and performance on the seven TPACK construct components were evaluated in this study. A quantitative questionnaire was used to assess the EFL teachers’ performance on the seven TPACK construct components. Their synthesized TPACK was revealed by means of interviews and classroom observations. The Revised Bloom’s Taxonomy and the pedagogic framework for computer-assisted language learning were used to analyze the qualitative data collected from the interviews and class observations. The results indicated that the EFL teachers needed more technology knowledge to further develop their TPACK, and that the EFL teachers’ TPACK focused much on motivating students, rather than on using technology for creating opportunities for students to use English language meaningfully and authentically.

Using wikis and collaborative learning for science teachers' professional development

AbstractWiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers' Technological, Pedagogical and Content Knowledge (TPACK). This study introduced a wiki‐based TPACK growth model and examined nine elementary and middle science teachers' knowledge growth in a graduate‐level course. Data sources included reflective journals, wiki data and interviews. Results showed that with wiki, science teachers learned to design more understandable and lively science teaching content, and they collaboratively generated creative instructional strategies. Furthermore, wiki and collaborative learning helped in‐service teachers exchange and elaborate ideas related to the development of TPACK. Implications, suggestions and future research directions were put forward regarding wiki, TPACK and in‐service teachers' professional development.

A Review of the Literature: How Pre-service Mathematics Teachers Develop Their Technological, Pedagogical, and Content Knowledge

In recent years, researchers have advanced the Technological, Pedagogical, and Content Knowledge (TPACK) framework to describe both in-service and pre-service teachers’ knowledge related to effectively integrating technology. This study is a systematic literature review about pre-service mathematics teachers’ (PSMTs) development of TPACK, and the review is limited to the peer reviewed articles published between 2005 and 2013 (February). The main purpose of this study is to investigate and analyze the articles in mathematics education research that have explored how PSMTs develop their TPACK and how their development impacts their future teaching of mathematics. Specifically, the literature review attempts to identify PSMTs’ development of the components of the TPACK framework, their perspectives for their future teaching, how their development of TPACK can be measured, and strategies to develop their TPACK. Findings show that PSMTs’ active involvement in technology-enhanced lessons or courses is the major strategy to develop their TPACK and to improve their future teaching of mathematics.