Technological Pedagogical And Content Knowledge Research Articles

How are fashion merchandising curricula designed in the digital age? – Cross-cultural case study from the TPACK perspective

ABSTRACT This study investigated what and how the curricula in fashion merchandising are being offered in the United States and China in the context of digital transformation and possible differences in curricula development due to cultural and educational policy differences. The study was grounded in technological pedagogical and content knowledge (TPACK) and cultural dimension theories. Two academic programmes and eight courses were reviewed using the qualitative research method of the case study. The data were coded, classified, and analysed using MAXQDA, incorporating quantitative and qualitative data interpretations. The results revealed diverse ways for the instructors to incorporate TPACK-based curricula design approaches and highlighted the differences in curricula development between the U.S. and China programmes. The study findings offered in-depth views of the significance of TPACK on curricula development strategies and the potential challenges that educators face in meeting the industry's needs.

Effect of Technological Pedagogical and Content Knowledge Framework based Capacity Building Programme Module (CBPM) on Teaching Aptitude of Pre-Service Teachers

Technology integration in education transcends the mere implementation of technological artefacts, encompassing theoretical frameworks and evidence-based research findings to enhance pedagogical practices rather than being limited to the rudimentary application of computer hardware and software in instructional delivery. This study employed a quasi-experimental methodology, utilising a pre-test/post-test equivalent group design incorporating the Solomon four-group paradigm to generate quantitative data from pre-service teachers enrolled in undergraduate teacher education programmes. Statistical analyses, including descriptive measures of means, standard deviations and standard errors of means, demonstrated a significant favourable influence of a Technological Pedagogical and Content Knowledge (TPACK) framework-based capacity-building programme Module on the teaching aptitude of pre-service teachers.

Scaling-up technology-enhanced authentic learning across a university-wide curriculum innovation program

Authentic learning, enhanced by technology, is a curricular, pedagogical and assessment design approach that has been widely adopted in higher education and has led to positive educational outcomes. Building authenticity into learning activities, approaches and assessments can engage students with real-world problems, issues and analysis and allow them to connect to their discipline. These potential benefits are pronounced within placements, internships and work experience activities; however, these are commonly, and necessarily, enacted at smaller scales. Scaling up authentic learning activities can connect students in larger cohorts to disciplinary practices and enabled through technological affordances; however, implementing these projects requires a considered and collaborative approach across educators, designers and developers. This panel will discuss several initiatives in technology enhanced authentic learning implemented at scale, including inherent challenges and opportunities, and will be of broad relevance to university educators and third-space professionals. Authentic learning can have significant benefits across a range of disciplinary contexts, but embedding authenticity into subjects and courses at larger scales can be challenging. Utilising the affordances of educational technologies can allow a scale-up of activities and assessments that are embedded in real-world contexts, using authentic datasets, documents and video media, or through virtual reality or simulations, but present their own challenges in implementation at scale that encompass not just technical aspects, but also factors relating to academic knowledge and capacity, institutional practices, and sustainability. Scaling-up innovative technologically enabled educational practice is not a simple, linear endeavour where, given sufficient resources, success is guaranteed (Bone 2022). Epistemic adjustments and shifts (Tsai et al., 2013) by teachers, as well as having a reasonable level of Technological, Pedagogical and Content Knowledge (TPACK) (Saubern et al., 2020) are involved. Furthermore, educational settings are dynamic and multi-faceted, and learning itself is a complex socio-cultural process (Sabelli & Harris, 2015). These mean that each “scaling-up” endeavour in the university setting is not only challenging, but also distinct in its features though the objectives may be similar – for example, aiming to create positive learning experiences and outcomes for a large cohort of students through a set of technologically enhanced learning innovations. The University of Melbourne’s Flexible Academic Programming (FlexAP) was a strategic initiative that aimed to (i) enhance the quality of teaching, learning and assessment; (ii) improve students’ learning experiences by offering flexible, additional study options (e.g. online/hybrid); and (iii) effectively utilise the University’s infrastructure and resources. To support the first aim, FlexAP provided funding and expert support to academics who wish to innovate within a single or set of subjects. As a part of the broader FlexAP project, the Foundational Curriculum Stream (FCS) supported subjects with over 200 enrolments, or clusters of subjects with a common focus of curriculum improvement that collectively enrolled >200 students). These projects received access to up to $40,000 of funding for academic time relief and support from the Melbourne Centre for the Study of Higher Education (CSHE) and Learning Environments (LE). The FCS supported projects in three priority areas, with the Authentic Learning priority area seeking to improve the authenticity of student learning experiences by creating opportunities for authentic, real-world activities and assessments, in collaboration with external partners and practitioners as required, using models that are scalable to large cohorts. This panel discussion brings together academic teaching and “third-space” staff who have worked on FCS projects in the past two years, to discuss key questions that reflect on our diverse experiences and learnings across different disciplines and learner groups, and highlight the new terrain in higher education that needs to be traversed. This panel discussion will be facilitated by an academic developer and held in a hybrid-enabled venue to serve online participants; a dedicated assistant for online participants will be appointed.

ELT Student Teachers’ Acceptance and Knowledge Base of Integrating Virtual Reality into Task-Based Contexts

This qualitative study explored the acceptance and knowledge base of English language teaching (ELT) student teachers regarding the incorporation of virtual reality (VR) into oral tasks to promote learner engagement within the framework of task-based language teaching (TBLT). Twenty-six ELT student teachers, pursuing their Master of Arts degree at a university in Hong Kong, were interviewed about their acceptance of VR oral tasks and assessed on their knowledge of task engagement and VR. Content analysis, guided by the technology acceptance model and the technological pedagogical and content knowledge (TPACK) framework, was conducted to analyse their interview data. The findings indicated their acceptance of VR-based oral tasks, based on their overall positive perceptions of VR, and confirmed their existing pedagogical knowledge of task engagement. However, their concerns regarding the effectiveness of VR-based oral tasks were influenced by their insufficient TPACK. The findings highlight their urgent need for professional training, not only to enhance VR experiential opportunities but also to learn how to develop teaching materials that integrate VR.

Mapping TPACK Competency among Life Sciences Teachers in Rural and Marginalised Secondary Schools: A Descriptive Analysis

This descriptive study assessed technological, pedagogical and content knowledge (TPACK) competency among life sciences teachers in rural and marginalized schools. The study was guided by Koehler and Mishra’s (2006) TPACK framework as its theoretical lens. Data gathered through questionnaires from 235 teachers in the Eastern Cape province, South Africa, was analysed using descriptive statistical analysis. The results unveiled a prevalent low level of TPACK competency among respondents. Moreover, an examination of individual TPACK domains, a significant mastery in non-technology-related areas such as content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK) surfaces, underscoring the pivotal role of teaching experience in fostering foundational knowledge. Despite competency in these traditional domains, a distinct gap emerges in technology-related TPACK domains, including technological knowledge (TK), technological pedagogical knowledge (TPK), and overall TPACK competency. This research addresses a critical gap in educational literature by spotlighting the often-overlooked population of rural school teachers. It recommends tailored professional development initiatives to enhance teachers’ overall TPACK competency and enable them to effectively utilise technology in their teaching, thereby facilitating enhanced learning experiences.

Pre-service teachers’ technological pedagogical and content knowledge (TPACK): their readiness for online instruction

ABSTRACT Rapid changes and greater complexities bring new difficulties and place new expectations on our educational system. Teacher education programs must adapt to these changes and train pre-service teachers in various learning modalities. This study determined the readiness of pre-service teachers to teach online based on their technological pedagogical and content knowledge (TPACK) when they are grouped based on their profile. Through proportional random sampling, 400 third-year pre-service teachers were surveyed using comparative research. No significant difference in the readiness of pre-service teachers to online instruction based on their TPACK when grouped according to their sex and specialization. However, it was found that the respondents when grouped according to their specialization were different in terms of their Technological Knowledge and Technological Content Knowledge. This study suggests that as the era of technological changes emerged, the abilities of preservice teachers must be highly targeted to cope with dramatic changes in the educational landscape.

Closing the divide: Exploring higher education teachers’ perspectives on educational technology

Incorporating technology into education has become a crucial component of contemporary teaching practices. Technological advancements have led to the development of innovative teaching tools and methodologies that promote active learning and engagement among students. This study used a modified version of the Technology Acceptance Model (TAM) to analyze the key factors that impact the integration of technology in the teaching practice of higher education instructors. Among the factors to be included in the modified model are technostress and teaching tradition. These factors have been rarely examined within the mandatory technology integration in higher education settings. Partial Least Squares Structural Equation Modelling (PLS-SEM) is used to analyse the empirical data collected from 657 higher education teachers in Jordan. Findings reveal that teachers’ technological, pedagogical and content knowledge (TPACK) played a crucial role in facilitating the effective integration of technology into teaching practices. This boosted self-efficacy, personal innovativeness and perceptions of ease of use and usefulness. Additionally, teachers’ TPACK negatively influenced their technostress and teaching tradition. Indeed, technostress and teaching tradition were identified as significant obstacles to the effective integration of technology into teaching practices. Significant implications for theory and practice can be derived from the findings of this study to effectively incorporate technology in higher education.

Pre-service foreign language teachers’ TPACK preparation for technology integration: what are the profiles and key drivers?

ABSTRACT Technological Pedagogical and Content Knowledge (TPACK) denotes teachers’ professional knowledge to teach specific subjects in the age of information and communication technology. Though the TPACK framework has received extensive research attention in the educational technology field, little effort has been devoted to the profiles of TPACK and technology integration from an intraindividual perspective. Also, the role of TPACK in facilitating technology integration needs more comprehensive exploration before it offers greater theoretical contributions to directing foreign language teacher education. This study explored the profiles of TPACK and technology integration intention using latent profile analysis (LPA) with a sample of 474 pre-service Chinese-as-a-foreign-language (CFL) teachers. The roles of each TPACK component in facilitating technology integration intentions were also examined based on comparative structural equation modelling (SEM) analyses that account for the integrative and transformative views of TPACK. The results provided both person-centred and variable-centred evidence on the contribution of TPACK in preparing teachers’ technology integration. The importance of technology-related knowledge in fostering TPACK has been highlighted, while TK and TPCK were found to be essential dimensions that influenced teachers’ technology integration intention. The findings offer significant implications for future language teacher education to promote technology-integrated instruction through TPACK preparation.

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.

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.

Validation of the Teachers AI-TPACK Scale for the Indian Educational Setting

Educators work in extremely dynamic and complex classroom environments where they must continuously alter and update their understanding. Specifically, possession of rich, organised, and integrated knowledge from various domains including knowledge on subject-matter, knowledge of students' thinking and learning, and, increasingly, knowledge of technology is essential. By integrating these three aspects, Mishra and Koehler developed the Technological Pedagogical and Content Knowledge (TPACK) framework in 2006 which offers a thorough and comprehensive method for incorporating technology into the education setting. On the parallel, use of information technology has rapidly increased in the field of education, especially with the introduction of Artificial Intelligence (AI). Thus, the Technological Pedagogical Content Knowledge (TPACK) framework needed to be updated to reflect the growing incorporation of AI into educational standards. Hence, investigator Ning and colleagues in the year 2024 built a framework for incorporating AI into TPACK and developed a robust scale titled Teachers AI-TPACK Scale that measures the teachers competencies in incorporating AI into their teaching environment. The objective of this work was to test the validity of the scale in the Indian educational setting. With a sample size of 660 teaching faculties in universities and colleges across India, this study followed the routine stages such as construct validity analysis in the form of Exploratory Factor Analysis using SPSS V27, followed by Confirmatory Factor Analysis in AMOS software. The original scale with 39 items across seven dimensions were retained throughout the validation process and resulted in a high reliability score of 0.907. This provides compelling evidence for the validity and reliability of the teachers AI-TPACK scale in measuring Indian educators' knowledge and skills at the juncture of AI with pedagogy, technology and content. This is currently the only scale available to measure this construct in India.

Improving Students' Fluent and Flexible Thinking Skills through the Problem-Based Learning (PBL) Model Based on Technological Pedagogical and Content Knowledge (TPACK) in High School Biology Classes

Improving Students' Fluent and Flexible Thinking Skills through the Problem-Based Learning (PBL) Model Based on Technological Pedagogical and Content Knowledge (TPACK) in High School Biology Classes

Mapping the Literature of Technological Pedagogical and Content Knowledge (TPACK) in Elementary Education: A Bibliometric Review

This study aims to identify and analyze trends in Technological Pedagogical and Content Knowledge (TPACK) research in primary education, while also exploring opportunities for further research development. Using the Systematic Literature Review (SLR) method, 226 relevant publications were found in the Scopus and Publish or Perish databases, with 31 documents from the period 2019-2023 selected and analyzed based on inclusion criteria. The literature review process followed PRISMA guidelines to ensure the quality of results, and the data were analyzed using bibliometric methods with the assistance of VOSviewer 1.6.20 software. The results showed a relatively stable increase in TPACK article publications in primary education, despite a slight decline in 2020 and 2023. Most publications originated from China, Turkey, and the United States, with quantitative and qualitative methods being the most commonly used approaches. The main themes explored included technology integration, teacher training, professional development, and educational technology. Density mapping analysis revealed that content, pedagogical, and technological knowledge remain underexplored in depth, indicating that further research is needed to expand understanding of TPACK application in primary education.

The Contribution That Utilizing Generative AI for Problem Posing Makes to Pre-Service High School Mathematics Teachers' TPACK

Fifteen pre-service mathematics teachers studying in a teachers college participated in a unique program entitled "From high-tech to teaching" as part of a specialization program for teaching advanced secondary school mathematics. During the course, they solved various mathematical problems and then were asked to pose additional problems and upgrade them to meet precise educational goals by furnishing "prompts" to a generative AI environment (ChatGPT) and refining them as necessary according to predefined steps. To understand how this process contributed to the pre-service teachers' body of technological, pedagogical, and content knowledge (TPACK), they were asked to respond to a questionnaire (ten Likert-type statements; six open-ended questions).The findings indicate that posing problems in an AI environment increased their technological knowledge vis-à-vis the advantages of the environment itself and how to generate effective prompts to obtain relevant responses. They also became aware of some disadvantages. With respect to their technological-pedagogical knowledge, integrating AI at challenging pedagogical junctures (e.g., tailoring problems to students' individual needs) provided diverse pedagogical ideas. Although AI involves some challenges (e.g., all suggestions must be critically examined), overall they expressed satisfaction with the concept and indicated they would use it in the future.

Construction and Validation of a Scale to Measure Islamic Primary School Teachers’ Readiness in Implementing Emancipated Curriculum Referring to the Technological Pedagogical and Content Knowledge

This research aims to develop and validate a scale to measure the readiness of science teachers in Islamic primary schools in implementing the Emancipated Curriculum referring to the Technological Pedagogical and Content Knowledge (TPACK). Eight development steps by DeVellis were used to develop the scale. A total of 224 respondents, comprising six experts and 218 science teachers in Central Java Province and the Special Province of Yogyakarta, agreed to participate. Data were analyzed using SEM-PLS. The development process successfully created a scale of 34 valid and reliable items. These items consist of Technological Knowledge factors (four items), Pedagogical Knowledge factors (14 items), Content Knowledge factors (four items), Pedagogical Content Knowledge factors (four items), Technological Content Knowledge factors (two items), Technological Pedagogical Knowledge factors (two items), and Technological Pedagogical and Content Knowledge factors (three items). A high reliability was obtained for the scale developed (0.983). This validated scale is ready to be used to examine teachers’ readiness in implementing the Emancipate Curriculum. The measurement with this scale can illustrate the extent to which teachers have TPACK as a provision for implementing the curriculum so that policy recommendations can be made.

A Mixed Methods Study to Address the Integration of TPACK in Elementary School Students' Learning Process

The Technological Pedagogical and Content Knowledge (TPACK) framework offers guidance for teachers seeking to address technology integration in classroom learning. This study aims to assess the TPACK proficiency levels among elementary school teachers. This study involved teachers from SDN Sumbersari 03 in Malang City as participants using a mixed-methods approach with a sequential explanatory design. Quantitative data were initially gathered through self-report measures, followed by analysis utilizing descriptive and inferential statistics. Subsequently, qualitative data were collected through interviews and observations, with analysis conducted using the interactive model proposed by Miles and Huberman. The results of this study showed that there was no difference in the TPACK perceptions of primary school teachers based on gender (p-value > 0.05). However, there is an influence between age and tenure on teachers' TPACK ability (p-value < 0.05). Overall, the teachers have a good mastery of TPACK. However, there are some areas that need to be improved, especially in terms of technology mastery (TK, TCK, and TPACK). The highest mean score in the CK and PK domains was 4.875 and the lowest score in the TPACK domain was 4.55. The findings also indicate no significant difference in TPACK perceptions among elementary school teachers based on gender. However, age and tenure were found to influence teachers' TPACK abilities. Overall, teachers demonstrated a good level of mastery in TPACK. Nonetheless, specific areas, particularly technology mastery (TK, TCK, and TPACK), require improvement.

AI Technology Integrated Education Model for Empowering Fashion Design Ideation

The rapidly increasing importance of technology integration and generative AI in the fashion industry is prompting changes in fashion design education. This study explored a new design methodology utilizing AI for sustainable and future-oriented fashion design education. The methodology involved consulting practitioners to select ChatGPT and Midjourney as AI tools and technology, pedagogy, and content knowledge (TPACK) as the theoretical framework. An AI prompt guide was developed based on specialized books, from which an educational program was created. An experiment with 30 third- and fourth-year fashion design students showed that their overall satisfaction with AI through TPACK was 4 out of 5, suggesting that TPACK enhances students’ creativity and efficiency through generative AI. Prompt guides received a satisfaction score of 4.7, indicating their usefulness for creative and efficient design outputs. AI-powered educational programs, like ChatGPT and Midjourney, also improved student creativity and learning efficiency, with ChatGPT scoring 4.5. However, concerns about technology dependency were noted. This study offers insights into integrating the latest technology into fashion design to improve process efficiency and creative output. This study not only provides a foundation for future research on AI design methodology but also explores practical directions for sustainable design in the fashion industry.

Implementing a Flipped Learning Approach With TPACK in Grades 6 to 9

In this design-based study, a flipped learning approach using audio-visual resources as prelearning activities was examined in grades 6, 7, and 9 with four teachers and 65 students over one school year. The purpose of this study was to explore the implementation of a technology-enhanced pedagogy in science, math, and social studies. The implementation was sequenced to provide students who were also learning the English language with an opportunity to practice engaging with curriculum concepts through viewing prelearning videos with language tailored by the teacher and with embedded questions, prior to in-classroom learning activities. The technological, pedagogical, and content knowledge (TPACK) framework was used to inform the instructional design for the flipped learning activities. Monthly teacher-researcher professional learning sessions were held, and data were gathered from teachers’ reflections and a student survey. Results indicated that teachers had more class time to support students with enrichment, remediation, small group work, and active learning. Students reported that the prelearning video activities benefited their learning and complemented in-class learning activities. This study serves to inform teachers and schools considering implementation of flipped learning to support students’ understanding of content knowledge and English language learning, and researchers studying designs using flipped learning sequences.

Exploring the relationship between teachers’ competencies in AI-TPACK and digital proficiency

AbstractIn recent years, there has been a growing emphasis on integrating Artificial Intelligence (AI) applications in educational settings. As a result, it is essential to assess teachers’ competencies in Technological, Pedagogical, and Content Knowledge (TPACK) as it pertains to AI and examine the factors that influence these competencies. This study aims to analyze the impact of digital proficiency on teachers’ AI-TPACK competencies. The study utilized a correlational survey model and involved 401 teachers from various provinces and departments in Turkey. The data collection tools included a personal information form, an AI-TPACK scale, and a digital proficiency scale. The collected data were analyzed using structural equation modeling. The research findings revealed that teachers’ AI-TPACK competencies were below average, whereas their levels of digital proficiency were above average. Furthermore, a significant relationship between teachers’ AI-TPACK and digital proficiency levels was identified, with digital proficiency as a significant predictor of AI-TPACK competencies. Based on the research findings, recommendations for future studies are provided.

TPCK (Technological Pedagogical and Content Knowledge) Competence for Educator: A Literature Review

TPCK (Technological Pedagogical and Content Knowledge) Competence for Educator: A Literature Review